Discourse analysis, as a mainstream research method in classroom teaching, has gained widespread attention in education. Educators believe that children's thinking development requires support from interactive discourse. In this study, four primary school mathematics classes were segmented based on the form, frequency, content, and purpose of…

Grounded in our commitment to support preservice teachers (PSTs) in an urban elementary teacher education program to develop anti-bias pedagogies, we engaged in a design-based study aimed at enacting critical conversations about texts that foster dialogue about power and privilege. In this analysis, we explore how PSTs engaged with children during…

Using Paulo Freire's, idea that the aim of education must always be to transform the world so as to liberate oppressed peoples. The authors: Reed, Saunders, and Pfadenhauer-Simonds address this issue by noting that state-backed education systems in the United States, as elsewhere, arguably can be seen as supporting repressive forces that keep…

The purpose of this study is to explore the types of undesired behaviours observed by prospective primary school teachers during their studentship at primary school. 35 voluntary prospective teachers studying at the faculty of education in Adiyaman University participated into the study, which was conducted within qualitative research techniques.…

Relatively little is known about the use of structured physical education curricular models in physical education settings. The purpose of this study was to examine teachers' perspectives of various physical education curricular models. Teacher participants ranged from those involved in very structured curricular programs, to teachers that chose…

In this article the authors recount the history and challenges of implementing coaching in 153 Georgia elementary schools over the 6-year period of Reading First funding. After outlining the expectations of Reading First, they describe the particular demands of coaching in a reform setting and detail the formative lessons that allowed the program…

This research is located within the call for schools to raise the achievement of students from culturally, linguistically and economically diverse (CLED) backgrounds. It combines quantitative and qualitative research methodologies to compare and contrast preservice teachers' (PSTs) responses to "scenarios" that explore beliefs regarding…

The purpose of this research was to examine teachers' perspectives on transitioning from a predominately whole to small-group delivery method during reading instruction. This study used a qualitative approach and nested itself in an epistemology of constructivism. The research operated under the umbrella of practice ethnography as it closely…

Clover Park (Washington) School District's schoolwide reform experience illustrates how difficult the process is. Educator reactions were mixed, and some parents became adversarial over budget cuts. An American Institutes of Research "consumer guide" shows that 3 of 24 national reform models studied actually work. (MLH)

In almost every classroom there is a minority of children that, regardless of effort, teachers have difficulty working with. The "Suggestion Circle" is a method for soliciting streamlined, on-focus ideas for solving classroom problems with the help of colleagues. In the Suggestion Circle there are three roles for people: the person who…

Lying is a symptom of a much broader problem. Primary motivations are need for acceptance, fear of punishment, and desire for attention. Children learn about honesty through observation, both directly and indirectly. Admitting mistakes, especially to children, is invaluable and can help break the lying syndrome. (MT)

Examines the criteria which must be met for an explanation given to an elementary school student to be considered satisfactory. Types of explanations described are descriptive, prescriptive, aesthetic, and analytic. Criteria include suitability to content and the explanation's relationship with the student's previous knowledge level. (AM)

Replicates an earlier study of student teacher and supervising teacher response about using literature in elementary classrooms. Finds considerable differences between student teacher and supervising teacher response and between primary and intermediate grade response. Suggests implications for pre- and inservice teacher education. (RS)

Evidence suggests that teacher self-concept has an effect upon the development of student self-concept in two of the four dimensions tested. (DMT)

Suggests that the effects of teachers giving feedback to students during oral reading can be quite significant and that such feedback should be carefully analyzed for perceived meaning and purpose as well as for results. (TJ)