A three year longitudinal intervention study is presented where two conditions of reading instruction are compared. In a base condition six teachers--four in the experimental groups and two in the control groups--and their students in grade 4-6 discussed expository texts during a regular lesson. The discussions, which took place in small groups,…

This study demonstrates an existence proof for "productive failure": engaging students in solving complex, ill-structured problems without the provision of support structures can be a productive exercise in failure. In a computer-supported collaborative learning setting, eleventh-grade science students were randomly assigned to one of…

For the past 3 yr, faculty at the University of New Mexico, Department of Biochemistry and Molecular Biology have been using interactive online Problem-Based Learning (PBL) case discussions in our large-enrollment classes. We have developed an illustrative tracking method to monitor student use of problem-solving strategies to provide targeted…

The purpose of this study is to explore how Lakatos' scientific research programmes might serve as a theoretical framework for representing and evaluating informal argumentation about socio-scientific issues. Seventy undergraduate science and non-science majors were asked to make written arguments about four socio-scientific issues. Our analysis…

So-called "radical" and "critical"pedagogy seems to be everywhere these days on the landscapes of geographical teaching praxis and theory. Part of the remit of radical/critical pedagogy involves a de-centring of the traditional "banking" method of pedagogical praxis. Yet, how do we challenge this "banking" model of knowledge transmission in both a…

This article describes a third-year Spanish grammar course that is taught in lecture/discussion format. The course, which enrolls over 150 students each semester, provides explicit instruction during a weekly lecture and opportunities for students to engage in meaningful output and interaction during small group discussion sessions. The goal is to…

In the framework of a subject-centred socio-cultural approach, this study investigates creative collaboration and the resources for and obstacles to it in a long-term learning community of ten teacher students. The study focuses on five different learning situations over a 2-year period. The data were taken from teacher students' evaluations and…

Despite nonnative English-speaking teachers' (NNESTs) professional qualifications and increasing contributions to research in TESOL, the native speaker (NS) myth (Phillipson, 1992) continues to undermine these teachers' sense of professional legitimacy and pedagogical efficacy. Thus, due in great part to the notion of an idealized NS teacher of…

The contributors to this article reflect on the process and value of participating together in a monthly reflective supervision group for supervisors in a child abuse prevention program. Some of them joined the group with considerable interest in and experience with reflective supervision. For others this was an entirely new experience that they…

Children benefit in many ways from actively engaging in high quality children's literature, and picture books provide a natural avenue to motivate and encourage students' writing. Shared book experiences in small or large group settings can lead to meaningful writing discussions and applications. Picture books serve as exemplars of the six…

The theme of the College Reading Association 2004 annual conference in Delray Beach, Florida, was "Building Bridges: Reaching beyond Our Borders." The articles in this yearbook show how reflection and thinking outside the box will make a difference in preservice teacher education. This Yearbook begins with Wayne Linek's presidential address. In…

Advantages and disadvantages of group discussion as a method of instruction are reviewed in this paper and criteria are suggested for determining when group discussion is or is not an appropriate instructional method. The guidelines provided take into consideration the characteristics of the students, the teacher, the group as a whole, and the…

Analyzes the level of comprehension which can be achieved by students in a teacher-less group discussion. (RB)