Describes the experiences of fifth and sixth grade elementary students and their teachers (n=3) who taught a social studies unit using the Engle-Ochoa Decision-Making Model, an issues-centered instruction model. Examines the reactions of the teachers and students. (CMK)

Develops an initial theory of teachers' conceptions of classroom discussion using in-depth interviews and grounded theory's constant-comparative technique. Identifies six generally held conceptions of discussion and five factors that influenced teachers' use of discussion. Examines implications for teachers, teacher educators, and researchers…

A "Motivation" eliciting the "Aim" of each lesson initiates each lesson in the orthodox "developmental lesson-plan" that has dominated classroom instruction in NYC public schools for at least the past half-century. An action-research study of 38 lesson-plans (over 5 each from 5 teachers) drawn from student-teaching…