Points out that the functions of rhetoric in the classroom--synthesis, discovery, arrangement, persuasion, and memory--provide a starting point and a perspective from which to examine the epistemic claims of rhetoric. (PD)

Offers a list of questions for teachers to ask their literature classes, including questions on the author, the style, the theme, the setting, and the plot. Notes how sequencing these questions can prepare students for other activities in literature appreciation. (RL)

An annotated bibliography of 14 journal articles and documents from the ERIC indexes presents literature on verbal and nonverbal behavior, feedback of interaction analysis data to teachers, classroom coding manuals, and interracial interaction. (JN)

Cites materials in the ERIC system concerning research on classroom communication and its implications, and notes some of the problems with that research. (HTH)

It is proposed that the classroom communication methods most often used in foreign language instruction are unnatural and therefore limit learning. Students as well as teachers must be encouraged to ask questions, listen to other students, correct each other, and generally participate in the teaching process. (MSE)

The major implication of work in investigating language and schooling is that teachers need to be more aware of the ways language is used in their classrooms. (RL)

Discusses teacher-student communication in reference to the physics classroom. Suggestions are given to help teachers improve communication with their students, teaching style, and course content. Emphasizes the need for teachers to find their own style of teaching and communication with students and take pride in these teaching abilities. (DS)

Describes materials that have been developed that are concerned largely with "metacommunication," the type of communication used by teachers to check whether messages have been received and understood. They are used to instruct Chinese-speaking teachers of mathematics, art, science, physical communication, and music to teach in English. (PJM)

Evaluates the place of oral reading in the school curriculum. Argues the point that oral reading should be an exercise in communication between the reader and listeners and not an exercise in catching the reader in a mistake nor a method of keeping a class quiet. (BF/JH)

Recounts the experience of teaching a college course called "Women and Communication." States that students are required to turn in journals once a week. Presents some selections from those journals. (PA)

Describes four exercises designed to help students form appropriate course expectations, recognize the need for seeking clarification when communicating, recognize the role of personal experience in building mental models, and become familiar with study aids for building formal models. Directs students' attention to a number of issues that impact…

Describes how the activities of a first-grade classroom model the National Council of Teachers of Mathematics Assessment Standards. (MKR)

Explores the tendency to deny embodiment in scholarly and pedagogical sites and the related tendency to conflate disembodiment with authority and freedom. Argues that while feminism has a long tradition of examining the body as a material, political site, "new" postmodernist scholarship has tended to "textualize" the body. Examines critical…

Presents a part of a larger study attempting to retrieve the versions of the child implicit in the everyday life of a literature classroom. Focuses on a children's novel, "Magpie Island" (Thiele, 1974), and the classroom talk about that novel. Findings reveal that the version of the child implicit in the novel and that enacted in the classroom…

Endeavors to reassert the validity of a many-faceted agenda to which qualitative analysis of classroom talk remains central and to present a review of advances made in the gathering and interpretation of talk-evidence so that possible lines of further development can be indicated. (44 references) (Author/CK)