Outlines a procedure for teaching students to be responsible. Argues that the procedure can not only promote personal growth in students but free time for teachers to assist students who need extra help. (FL)

Argues that by carefully planning questioning techniques, the classroom teacher can build prereading concepts and help students make those links between their own knowledge and experience and the information contained in a text. Offers taxonomies of teacher responses and of concept development to help teachers structure classroom interaction. (FL)

Investigates the role of pupil language in classroom learning through an ethnographic study of one "good" teacher and her class, particularly three average and above-average pupils. (HOD)

Presents classroom examples of basic differences that exist when teachers talk to students and in the way students talk about science when they are attempting to learn. Strategies by which teachers can analyze their own performance and that of their students are also included. (HM)

This study investigated why children reproduce and/or reconstruct text in a classroom. The focus was on social classroom variables. Results supported the prediction that students would recall text differentially according to the response interaction pattern maintained with teachers. (Author/DB)

High school students were tested on their ability to follow directions written by content area teachers. Poor readers understood the directions only about half the time, which probably confounds their performance on classroom tests and assignments. Ways that teachers can make their instructions easier to read are suggested. (SJL)

Twelve fifth- and sixth-grade field-dependent and field-independent teachers were observed for 96 hours in regular elementary classrooms. Statistically significant differences were obtained from 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. (Author/SJL)

The manner in which faculty deliver the first lecture, usually the first student-faculty contact, can have a real impact on student approach to the subject and the faculty. A study of first lectures observed faculty approaches to the occasion and suggests careful attention to the content, organization, and delivery of the lecture. (MSE)

The relationship between three types of anxiety (about course arrangements, about interpersonal process, and about evaluative outcomes) and eight types of participatory classroom behaviors were examined. Data were gathered through both questionnaire and observation of 81 adult learners in six education courses at Brandon University, Manitoba.…

Argues that the monolingual method in foreign language teaching is not the best for imparting the meaning of new words. A more flexible approach should be followed, so that valuable time may be saved for more difficult tasks. (IFS/WGA)

Suggests two ways to make grading of writing easier, fairer, more helpful to students: first, using minimal grades or fewer levels of quality, and, second, using criteria that spell out the features of good writing sought in the assignment. Discusses minimal grading techniques in contexts of low-stakes writing, high-stakes writing, the final…

Presents two brief articles. Discusses the Conference on Basic Writing's (CBW) workshop, "Race, Class, and Culture in the Basic Writing Classroom" and how it came about. States that the theory and practice of mainstreaming was the center around which issues coalesced. Discusses the invisibility of class as a site of struggle and a place…

A study of two elementary students (age 12) with reading difficulties compared the effects of rapid oral presentation and slow oral presentation on rates of accurate oral rereading during listening previewing. Rates of accurate oral rereading were higher when adults reduced their oral reading rates as students read silently. (Author/CR)

This study evaluated three models of gifted education implemented by seven elementary regular classroom teachers. All models showed a strong relationship between cognitive level of teacher queries and student responses. The Cognitive-Affective Interaction Model produced the best increases in cognitive complexity of classroom interactions and…

Explores evolutionary changes in students' (n=46) motion-related language mediated by computer-based Newtonian microworlds. Documents how ways of talking emerge and how the convergence of meaning arises from the affordances provided by the interpretive flexibility of the microworld, conversations with the teacher, and the microworld which assures…