Notes that learning occurs in particular social contexts. Reviews research on actual classroom language -- specifically, instructional conversations-- along with work on emergent literacy and ability-based reading and writing groups. Discusses implications of the research for educational practice, policies, and students' learning. (RS)

Recounts one Montessori teacher's experience team teaching in a secondary Montessori classroom. Illustrates how a conflict over decision making with a co-teacher helped to create better relationships with students in the classroom and better communication on the teaching team. Contends that resolving issues of conflict between teachers is vital…

Examines one teacher's constructivist practice in a preservice teacher education mathematics class in order to unearth a deeper understanding of "constructing meaning" within the context of power-laden discourse. Examines how the teacher undertook an inquiry into poststructuralist theory of knowledge, asserting that it may provide new…

A study compared United Kingdom classrooms containing nurture groups and typical classrooms (n=8). Teachers' verbal and nonverbal communications in the nurture group were much more positive and more likely to enhance the self-esteem of pupils (ages 5-7). Communication of typical classroom teachers were less likely to foster positive self-esteem.…

This article describes the Learning Express-Ways Communication System. The system consists of a folder containing printed sections within which a student records his schedule, information about courses and life goals, learning preferences, strengths and challenges, and academic support system. Weekly, the student comments on progress and then the…

The editor of a treatise encouraging the use of American Sign Language for both school and home instruction and communication with the deaf discusses the instructional trends leading to the theory, differences between the suggested instructional methods and previously used methods, and responses to the treatise. (10 references) (CB)

An exploration process through which supervisors can encourage teachers to make their own teaching decisions includes teaching teachers how to observe classroom interaction, code and analyze interaction, interpret classroom behavior patterns, and make informed instructional decisions based on the analysis and interpretation. Bringing teachers…

Examines which power bases and Behavior Alteration Techniques (BAT) have positive, negative, and no association with student motivation toward studying course content. Finds that perceived use of power bases and BATs are associated with reports of cognitive and affective learning. (MG)

Looks at the impact of the classroom environment on student emotions and behavior, offering suggestions for using the physical features of the environment to calm or stimulate students. Shows how the factors of environmental arousal, classroom robustness, and spatial settings may be used to create art classrooms that minimize chances for…

Teachers of French are urged to view the introductory language class from the perspective of the students, and to be aware that without concern for the group of learners, methodology is a moot question. (MSE)

Effective interaction is as important in inservice education programs for language teachers as it is in the foreign language classroom. Techniques are described for improving the quality of interaction in teacher workshops through simulation exercises. (MSE)

Reports on two studies that examine effects of trait communication apprehension on students' production and perceptions of written feedback. Finds, in the first study, trait anxiety was related to negative external attributions; while the second study showed that anxiety was associated with more internal interpretations. (MS)

Describes materials and a specific teaching approach aimed at improving an aspect of children's communication known as referential communication. Argues that this ability and the complementary listening skills are basic to successful classroom discourse and that they are important abilities in most communication. (KO)

Reports on a study which inductively derived a typology of students' compliance-resistance strategies that are frequently used in the college classroom. Probes the impact of teacher immediacy and strategy type on student message generation, and whether likelihood of resistance was related to the number of messages generated. (MM)

Maintains that community colleges have a unique mission requiring student-centered teachers who are both content experts and effective classroom communicators. Advocates broadening the scope of communication education to include research and programs to prepare more effective community college faculty. (SR)