Describes talk-write, a form of cooperative learning aimed at enhancing fluency in writing during English-as-a-Second-Language instruction. The paper explains how to implement talk-write, discusses the logic behind talk-write, and presents some tips for talk-write in practice. Several modifications for implementing talk-write are suggested. (SM)

Examines barriers to student participation in online conferences, including psychological/social forces and software limitations. Proposes the following ways to encourage student input: require participation; form learning teams; make activities interesting; don't settle just for opinions; structure activities; require hand-in assignments; know…

Points out that college freshmen expect major changes in the academic environment as they move from secondary school. Recommends that faculty use this opportunity to show students how to think for themselves. (DDR)

Argues for liberating factors in education (student-centered practice, open-ended discussion, and art as a subject). Describes the "Visual Thinking Strategies" teaching method, which focuses on structured but open, group discussions about diverse art objects in order to help viewers develop a rapport with art, increase aesthetic…

Defines groupware and sets up a theoretical justification for its use in teaching. Using the groupware application Forum, shows how groupware can enable electronic discussion that captures the best features of both in-class discussion (dynamic interaction and cooperative learning) and writing assignments (thoughtful insights backed by careful…

A discussion of cooperative learning in social-work education outlines its characteristics, reviews theory and research supporting its use, examines its relevance to social work, and provides case examples for use throughout the social-work curriculum. (Author/MSE)

Outlines major research findings in cognitive-discourse-processing research on learning from text. Describes general characteristics of classrooms based on constructivist principles of learning and that support critical thinking, problem solving, and collaborative learning. Argues that such classrooms raise a number of new issues for…

Asserts that effectively preparing students for the challenges of an ever-changing workplace requires incorporating the use of technology and the principles of business management into the classroom environment. Summarizes the development of a formal team research project for an English course that teaches skills that include planning and…

"Decodable text" devotees say phonics is scientifically superior to the whole-language approach, which supposedly lacks research validation. However, 60 years of research supports holistic, literature-based approaches to literacy. Whole-language instruction is further validated by research on independent reading, cooperative learning, Reading…

Discusses ideas and observations about the development, use, and pedagogy of computer-based case scenarios. Outlines two large computer-based case scenarios written to help students develop their skills and knowledge in business information systems. Considers factors in the design of computer-based case scenarios and related activities that might…

Addresses the need and importance of doing business-based research on the Internet, the integration of online instruction in advanced business-English classes for international students, and the necessity of a collaborative relationship among students for learning and among departments for implementation. (AEF)

Considers how collaborative classroom research among a group of elementary and middle school teachers provides insight into the effective use of the Three Level Guide, a tool for interacting with specific text or information while teaching students how to interact or construct understanding on three different cognitive levels: literal,…

Explores practical guidelines for classroom use of cooperative learning integrated with computer-based learning. Discusses positive interdependence, social modeling, communication skills, individual accountability, learners' abilities, grouping strategies, interaction patterns, locus of control, intrinsic motivation, cognitive processes, higher…

An instructor taking an online course presents her view from the perspective of student. Discussion includes assuring the online course was acceptable for traditional course transfer credit; registering; e-mailing assignments while the Web conferencing system was down; class demographics; the backlog that occurred from not checking the system…

As a facilitator of teacher learning, the author builds professional reading into her schedule and listens to her students more purposefully. To reinvent herself as a teacher educator, she began substitute teaching, is collaborating with area teachers, has modified assignments to create a more student-centered classroom, is completing assignments…