Asserts that sexist communication (including gender doublespeak and sex role stereotyping) perpetuates social and educational injustices. Discusses classroom communication patterns, how to remove sexist language, and how to become aware of classroom prejudices. Offers techniques to help improve communication skills. (PRA)

After reviewing recent research on child language development under age five, this article discusses classroom discourse and identifies factors that may promote or inhibit pupils' mastery of the later phases of linguistic development. (30 references) (Author/LB)

Found that learning-disabled (LD) children used more task-relevant private speech than normally achieving classmates during academic seatwork, an effect that was especially pronounced for those LD children with attention-deficit hyperactivity disorder. Implications for intervention and future research methodology are discussed. (MDM)

Explains how brain separates foreground from background in response to its continual need to simplify the surrounding environment; discusses educational/counseling implications of growing understanding of relevant brain mechanisms and processes; and suggests nontechnical explanations and discussion ideas that counselors can use when working with…

Discusses, in a conversation-analytic investigation, the forms of organization that allow specific items of classroom discourse (words, phrases, up to whole turns at talk) to be corrected by subsequent items. Central to the discussion is an analytic distinction between self-correction and other correction. (GLR)

Examines college students' resistance decisions in the classroom. Finds a greater likelihood of using teacher-owned techniques (teacher is at fault) with nonimmediate teachers and student-owned strategies (student assumes responsibility) with immediate teachers. Finds that neither teachers' compliance-gaining strategy type nor students' gender…

Recounts how five teachers promoted discussions where students initiated their own inquiries, helped each other probe their self-initiated inquiries rather than wait for teacher follow-up questions, and responded naturally to each other rather than wait for teacher permission to speak. Notes that group response extended individual responses. (SR)

Finds that eighth graders' level of comfort about asking questions in class was positively related to family income, socio-economic status, English language proficiency, family intellectual environment, educational aspirations, academic performance, self-esteem, and locus of control and was significantly associated with gender, ethnicity,…

The teacher's role in discourse is to initiate and orchestrate classroom interactions that contribute to students' understanding of mathematics. Describes instructional thoughts, struggles, and actions in order to establish and maintain an interactive mathematics-classroom discourse by emphasizing the teacher role in discourse. Provides a…

Provides an analysis of classroom discourse by identifying the topics in the discourse and following their development. To identify topics, bottom-up approaches based on theme-rheme progression and lexical networks were used together with a top-down schematic approach producing semantic networks of keywords. (Author/VWL)

Uses classroom examples and literary allusions to examine the philosophy and practice of Montessori's Cosmic Education. Focuses on the use of non-theistic creation stories to create an educational environment that would foster the development of children's religious sentiment. (KB)

Argues that the postmodern tenet of "articulation" can be used to better teach the philosophy of "sociological imagination." Discusses the notion of "teacher as text" as a strategy of using instructors' personal experiences to help students make sense of their own perceptions and practices, and to better understand actualizations of agency. (DSK)

Conceptualizes a framework for conducting critical classroom-discourse analysis. Critiques the scope and method of current models of classroom-interaction analysis and classroom-discourse analysis and advocates using poststructuralist and postcolonialist understandings of discourse to develop a critical framework for understanding what actually…

Finds that teachers who perceived their students to be more nonverbally immediate with them in their classrooms expressed more positive affect for the students than did teachers who perceived their students as engaging in less nonverbally immediate behaviors. (SR)

Presents a geometry game, tangrams, as an active learning method to engage international teaching assistants in concepts related to effective communication. Asserts that by framing the presentation of research-based communication concepts in an active learning metaphor that compares giving instructions to teaching, learners can experience these…