Rather than present a body of predetermined knowledge to be mastered in mathematics classes, teachers need to develop a curious, problem-posing habit of mind. This book contains materials to support teachers and teacher education students who are interested in developing a culture of inquiry and communication in their mathematics classes. It…

This report describes four experiments concerned with the effects of lecturer's degree of eye contact upon his teaching effectiveness, determined by the degree of audience retention of his message and by the audience's rating of the lecturer. In the first experiment, a male lecturer addressed small groups of female students in a laboratory…

Presents a list of 17 pointers for teachers to evaluate their effectiveness. (MD)

A hierarchy of communication effectiveness is derived with different teaching methods and devices assigned to one of four levels.

The author, by analyzing a research experiment shows that the teacher of black children should be taught significant elements of Negro nonstandard English. (MS)

Considers the interface of communication and instruction through: (1) a conceptual look at the areas of communication education and instructional communication; and (2) a description of the communication and instruction program at the University of Washington. (SR)

Claims the interaction between the faculty and the participants in the training situation has many parallels with acts of communication in daily life. Provides three axioms of face-to-face communication. Considers the behavior of persons in the teaching/training roles in the context of a classroom/training situation. (ABL)

Suggestions are made for how elementary school teachers can use a tree form on their bulletin boards, with occasional changes in display materials, to organize, inform, teach, classify, and reinforce classroom topics and school events. (CB)

Discusses how communication functions in the mathematics classroom and the consequences that result from those processes. Provides vignettes and examples of classroom communications. (ASK)

Focuses on books by Brown, Dowling, and Davis that constitute significant and substantial attempts to broaden and deepen the nature of discourse about, and activities in, the field of mathematics education. (ASK)

States that communication instructors fail students when making a differentiation between the worlds of bodily experience and embodied consciousness. Uses the E*D*I*T* system (experience, describe, infer, and transfer) to respond to problems in classroom discussion. Argues that general semantics is the separation of description in experience and…

Science classrooms in the United States have become more diverse with respect to the variety of languages spoken by students. This qualitative study used ethnographic methods to investigate the discourse and practices of two ninth grade science classrooms. Approximately 44% of students included in the study were designated as English learners. The…

Building trust with at-risk students is a challenge for all educators. Taking a personal interest in each student is where educators need to begin. Creating meaningful communication with at-risk students shows caring for the students as individuals, and allows them to be more themselves. The authors propose that following, and mastering, the five…