Investigates nature and functions of teachers' verbal communication by presenting empirical evidence that relates teacher talk and routines to classroom management and learning. Demonstrates how routines of a teacher of four mentally retarded students vary as a function of (1) the social configuration of the classroom, (2) the structure of the…

Describes three pairs of lessons in which the same skill taught to the same kinds of students by identically trained teachers result in noticeable differences in what students remember following instruction. Focuses on how student understanding of lesson content is influenced by relatively subtle differences in what a teacher says. (HOD)

A study analyzed receiver's reactions to electronically mediated communications in a management development program. Concluded that loss of nonverbal feedback from a professor was compensated for by greater communication and cohesion among the students. (SRT)

Research about classroom communication, classroom management, training, and staff development form the basis around which teachers can improve their practice. Staff development programs must be dynamic to support and stimulate this process. (CB)

Identifies the 20-item Classroom Apprehension Participation Scale as a highly reliable measure of class apprehension. Finds that the scale also provides additional information about behaviors of potential difficulty as well as several evaluative attitudes that make an impact on participation apprehension. (AEW)

After describing his research interests and classroom perspectives, the author discusses the "social construction" frame in which he suggests that teaching and learning in the mathematics classroom be viewed. Along with the three constructs of activities, communication, and negotiation, social construction offers promise for research…

Three main versions of sincerity are: responses are really meant, a close fit between what a person says and what a person does, and the honesty and frankness of responses. The educator's sincerity is a power determinant of what the teaching experience will be for him or her. (Author/RM)

Identifies foreign language anxiety as a conceptually distinct variable in foreign language learning and interprets it with the context of existing theoretical and empirical work on specific anxiety reactions. Discusses the effects of this anxiety on language learning and its pedagogical implications. (SED)

A study of the relationship of class size to the length, frequency, and cognitive level and diversity of both teacher and student verbalizations in medical instruction in an Israeli university is reported. (MSE)

Provides brief portraits of former students to illustrate what they taught about curriculum. (FL)

Explains the concept of language function and its importance in classroom instruction. Defines specific language functions--controlling, informing, forecasting/reasoning, and projecting--and suggests how children can practice these functions within the scope of a social studies lesson. Includes sample lessons and lists of activities to elicit…

States that the problems of substitute teachers are caused by a breakdown of communication. Suggests that regular teachers leave the substitute a more complete and concise agenda as well as convince their pupils that substitutes are a vital part of the entire educational process. (EL)

Classroom activities using graffiti as a point of departure for reading comprehension, creative expression, and discussion are outlined. (MSE)

Reviews the literature indicating that most classroom communication is of the "teacher question-student response-teacher reaction" cycle, either oral or written. Argues that this dominant pattern of classroom dialogue is ill-adapted to real learning and presents an alternative model that values exploratory talk and writing. (HTH)

Analyzes four types of repair activity in the foreign language classroom. A distinction is made according to whether the trouble source is produced by a teacher or a learner. Findings show that different preferences for repair patterns vary with the type of classroom activity (language-centered or content-centered). (Author/SED)