The purpose of this study was to examine teachers' use of literature-based collaborative Internet projects (CIP) in their elementary classrooms. These practices require two or more classrooms to read and analyze texts on specified topics and then share responses over the Internet. The participants, all female, represented 15 different U.S. states…

Defines and discusses metaphors and how people in every field of knowledge use metaphors to teach and learn. Stresses the importance of using metaphors as part of instruction in every aspect of education. (MG)

Presents theoretical bases for making language (and its study) the essential agent in the generation of thought and meaning. Suggests strategies to engage students (and instructors) in the creation of meaning and the negotiation of knowledge. Argues that such epistemological uses of language can empower developmental students to become early and…

Describes a classroom technique that promotes higher levels of thought and enhances learning in graduate and undergraduate teacher education classes. (DF)

Presents findings of a collaborative study that examined a teacher's implementation of portfolio instruction and assessment in a high school French class. Gives perspectives of the teacher and students involved, and discusses implications of these perspectives. (HB)

Describes a study of the use of an integrated communication arts instructional strategy to facilitate comprehension in a high school history course indicating that subjects who wrote following brainstorming activities and text readings generated higher quality ideas and synthesized acquired information better than the groups that did not write.…

Compares the reliability and validity of the 10 subtests of the Learning and Study Strategies Inventory (LASSI) obtained from 99 developmental college students with norming values obtained in an earlier study. Indicates that 9 out of 10 subtest reliability coefficients approached but did not equal the earlier study. (HB)

Reports on a study that investigated which of four modes of reading (oral reading to an audience, oral reading to oneself, silent reading, silent reading while listening) best facilitates fifth-grade students' comprehension. Concludes that for these students as a whole, comparable comprehension may be expected when they read to themselves or read…

Investigates the amount of time teachers devote to directed reading activities and reading skills instruction; the amount of time devoted to components of each approach; and which instructional strategies are used in each approach and with what frequency. Finds that the majority of time allocated for reading lessons is devoted to reading skills…

Examines the amount of time devoted to three types of instruction in five English and seven social studies classrooms. Finds that just over 65 percent of the time was spent on content reading instruction. (MG)

Examines the degree to which whole language practices have become a part of reading instruction offered by first grade teachers in six school districts. Finds that teachers spent less than 10 percent of the reading instructional time engaged in practices which could be considered in agreement with whole language theory. (MG)

Recommends teaching suggestions which focus on three broad areas: (1) strategies for teaching textbook organization; (2) strategies for using graphics to organize the information covered in the text; and (3) the use of an integrated approach to content area teaching. Cites studies to support these recommendations. (MG)

Examines three strategies designed to help middle school students use text structures to comprehend expository text: (1) hierarchical summaries, (2) conceptual maps, and (3) thematic organizers. Summarizes advantages and disadvantages of each strategy and recommends that teachers consider the outcomes they want and select the most appropriate…