Presents results from a study of undergraduate students' learning outcomes and patterns of interaction within an online discussion forum. Topics include social dynamics of computer-mediated communication versus face-to-face communication; cognitive engagement; critical and reflective thinking; and student interaction. (Author/LRW)

Reports on an exploratory study examining the conditions that contribute to the frequency with which social studies teachers use groupwork. Uses both quantitative and qualitative methods. Finds that the factors contributing to use of groupwork are school and classroom factors, and teaching objectives. (SLM)

Describes class discussions in an undergraduate English fiction class. Draws a parallel between students' reactions to reading material and the instructor's own responses to fiction as an undergraduate. Suggests that a literature teacher can depart from the usual role of telling students how they must read a given story. (SG)

The incorporation of social interaction methods of teaching and the notion of the teacher as a performing artist in an undergraduate education course is described. Techniques used include icebreakers, group process, learning in pairs, role playing and discussion, and experiential activities. (MSE)

Proposes the use of the oral activity "pyramid discussion," involving students in stimulating small-group problem-solving tasks that encourage the practice of both listening and speaking skills, in order to increase advanced English-as-a-Second-Language students' seminar and discussion skills. (CB)

Presents a teaching approach developed by Edmund Feldman that encourages young children to talk about art through guided discussion. A dialogue with a small group of four- and five-year-olds about the painting, "The Countess of Sussex and Her Daughter," by Thomas Gainsborough, is included. (BB)

Suggests the following small group activities for improving reading comprehension: (1) introductory activities; (2) studying symbolic episodes; (3) synthesizing ideas within a literary unit; and (4) weaning students from teacher dependence. (JAD)

Surveys elementary administrators and social studies teachers in Billings, Montana concerning teaching methods used and those desirable to meet the needs of individual learners. Reports subjects' ratings of a variety of teaching methods and how well these methods address individual differences. (RS)

Addresses the problems of teaching the Canadian Charter of Rights and Freedoms (1982) in secondary schools. The new statute is difficult to teach because courts have only begun to interpret it and textbooks have yet to include it. Presents a list of resources addressing issues related to the Charter, as well as two ways to teach the Charter. (LS)

Thirty children, aged 36-83 months, were interviewed to ascertain the extent of their awareness of their orthopedic disability. Parent and teacher interviews determined types and frequencies of discussions about the child's disability. Occurrence of discussions at home, but not at school, was significantly correlated with awareness. (Author/JDD)

Maintains that helping to see the personal relevance of course material is an important instructional goal. Discusses student characteristics, instructor characteristics, and the use of discussion groups. Describes four strategies to personalize information presented in large lecture sessions. (CFR)

Critical and progressive educational theorists hold that educational reform cannot succeed without addressing the widespread institutionalized inequities such as classism, racism, and sexism embedded in the schooling process. This article describes a Southern California teacher's use of critical pedagogy to enhance Latino students' learning and…

Proposes the technique of group discussions in the learning of mathematics. Examines the teacher's role in creating an environment that encourages student participation; presents four techniques to initiate discussions in elementary school classes; and offers five attributes teachers need to develop in students for effective discussions. (MDH)

Discusses techniques that teachers can use to help students better understand classroom rules and the reasons for them. Suggests that teachers can use "class meetings" to get students involved in the rule-making process, discussing norms of behavior, asking reflective questions of students, and building classroom unity and cooperation. (MDM)

Discusses the use of fortune cookie fortunes in a middle school class combined with computer graphics, desktop publishing, and word processing technology to create writing assignments, games, and discussions. Topics include cultural contexts, and students creating their own fortunes. (LRW)