Background: In college science laboratory and discussion sections, student-centered active learning strategies have been implemented to improve student learning outcomes and experiences. Research has shown that active learning activities can increase student anxiety if students fear that they could be negatively evaluated by their peers. Error…

Instruction of multiplication facts has been and continues to be an essential part of mathematics curriculum for students in the intermediate grades with the majority of initial instruction at third grade. Teachers often comment that this is a topic that students struggle to master and that they frequently use fluency drills and fact flash cards…

This article reports on the results of a descriptive study of wait-time in first-year high school foreign language classes. Over 7500 classroom events were recorded and coded in order to measure and find the variance in time of 3270 instances of post-solicitation and post-response wait-time. Results are discussed. (Author/DF)

This study examined the types of questions teachers are asking in their classrooms to help promote critical thinking. To do this, 12 teachers representing kindergarten through fifth grade were asked to tape record 3 reading lessons. The lessons were examined and a tally was taken as to the types of questions asked: lower-level or higher-level. The…

The power of inquiry teaching is demonstrated as a way in which learning can be transformed from a passive process to a dynamic, enjoyable adventure. Using anecdotes, conversations, and letters, the book describes the application of the inquiry methodology. In addition, guidelines for selecting topics for discussion are included, as well as hints…

Maintains that preschool teachers can encourage meaningful dialogue and enhance learning among young children by asking appropriate questions, using fewer "known-answer" and testing questions, being sensitive to cultural differences, and creating an environment in which the educational goal is conversational equality between teachers and…

Children are capable of good thinking, asking perceptive questions, ferreting out implications, making applications, formulating conclusions, and making valid predictions and evaluations. Evidence indicates that these capabilities can be improved by teaching children about questions and questioning. Before such questioning strategies have much…

This article demonstrates how a child's invented algorithm about tens and ones generated "transitional thinking" on the way to the construction of a mathematical understanding of place value. The articles also discusses how two important "best practice" classroom strategies, mathematical discourse, and the role of wait time in that discourse take…

Claims that although a child-oriented classroom is organized by the teacher, the curriculum is enacted by everyone, and that dialogues in which teachers and children develop together provides the core of this enactment. (MM)

Presents three features of "Good" questions: requires students to do more than simply remember a strategy to answer; promotes student learning while answering the question; and have several acceptable answers. Considers how questions can be used to cater to the range of student abilities. (MDH)

The book discusses in detail a variety of practical and theoretical issues in identifying and addressing second language learning problems. Intended primarily for classroom teachers working with late teenagers or adults, it focuses on learning styles, affective factors, and learning strategies. Real and composite case studies are presented…

This document is the fourth volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 42 research reports by presenters with last names beginning between Mul and Wu:…