Proposes a model to help teachers become consumers and producers of research as an integral part of classroom instruction. The strategy begins with teachers' concerns and aims at helping them become more responsible for directing their own professional development. Suggests employment of the model in preservice teacher education. (TRS)

This paper draws heavily on quantitative synthesis of empirical research on teaching, and for comparison, related influences on learning, such as the student's motivation, home environment, and exposure to television. The first section explains the techniques of explicit search and selection of evidence and the statistical evaluation and summary…

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…

Argues that understanding teachers' conceptions of discussion is a neglected and important issue. Reviews new insights from literacy research on text discussion; suggests how that literature provides a broader context for understanding social studies teachers' conceptions of classroom talk. Reflects on the relationship of open-forum discussion to…

Considers issues related to teachers' conceptions, the nature of classroom discussion, and future research on these topics. Addresses the role of discussion as a method of instruction and a goal of instruction. Argues that classroom discussion promotes civic competence and integration of knowledge and skills across disciplines. (DSK)