Presents a computer-mediated discourse on the Pythagorean equation in a university classroom of preservice and inservice teachers. Shows how the use of a spreadsheet as a two-dimensional modeling tool enables students to conjecture the general solution to the Pythagorean equation. Argues that a computational approach to the ancient problem…

Provides a detailed account of the significant components of Sister M. Gertrude Hennessey's instruction for conceptual change learning in an elementary science classroom. Discusses the implications of this case study for the practices of other teachers. Contains 40 references. (Author/WRM)

An ethnographic study of a freshman composition class at the Universidad Autonoma de Santa Domingo (Dominican Republic) examined classroom practices and behaviors of the professor and students as students learned to improve their native-language reading and writing skills. Differences from U.S. classrooms are discussed in terms of the needs of…

Discusses ways in which a teacher can mislead students by adopting the wrong strategy when answering an unexpected student question. Presents a scheme for addressing unexpected questions and illustrates it with examples. (Author/WRM)

Considers how curricular self-analysis of patterns of classroom talk provides teachers with an important opportunity to consciously consider the ways their talk works to define the nature of literacy events, students' roles, and the literacy strategies children come to use and value. (SR)

Examines aspects of communicative classroom discourse that may affect the potential of recasts to be noticed as negative evidence by young second-language learners. The database comprises transcripts of over 18 hours of interaction recorded during 27 lessons in four immersion classrooms at the primary level. (Author/JL)

Describes a second-grade teacher-researcher's efforts to foster her Latino/a students' growth in writing. Focuses on her strategies (sometimes successful, sometimes not) to make the tacit aspects of writing explicit to her bilingual students via classroom talk. Searches for the right measure of explanation in two areas: fostering revision and…

Presents description of classroom interaction that typically takes place in Japanese first-language arts classes in elementary schools throughout Japan. Using excerpts from data describing storytelling reading classes observed, shows that customary interaction was not necessarily text-based, had relatively weak teacher control, and revealed a…

Highlights the experiences of three females (who were members of peer-led literature discussion groups) to examine notions of empowerment, student voice, and student silence. Finds that the discussion groups appeared to enact different conceptions of power. Discusses implications for instruction and research. (PA)

Contends that resistance is not adequately problematized in the critical pedagogy literature. Asserts that clarification is necessary to point out the multiple resistances in classrooms and their implications rather than situating resistance only with students and only in relation to social inequality or critical pedagogy. (16 citations) (VWC)

This article provides guidelines and examples of effective use of inclusive language to empower students. Recommendations include focusing on the individual rather than the disability, articulating high expectations for all students, describing students in terms of academic achievements, and providing opportunities for all students to assume…

This article suggests that students with emotional/behavioral disorders may use disruptive behaviors to escape and avoid teacher instructional language for which they do not have comprehension skills and thus find aversive. Teacher instructional language thus maintains aberrant behavior through a negative reinforcement paradigm. Recommendations…

Analysis of videotapes of the signed communication (mostly Signed Exact English) of five preschool children with deafness in a special class found their communications brief and focused on the here-and-now. Topics of conversation were similar to those of nondisabled children. Child-initiated utterances were longer and more semantically diverse…

One college teacher's approach to writing instruction focuses on grading to encourage learning, using a marking system that clarifies distinctions between content and mechanics, and removes the punitive aspect of grading. The system is rewarding and motivational for both students and teacher. In addition, the course includes individual…

Provides one teacher's personal account of an ongoing learning process in a sixth-grade classroom, and the perceived advantages and disadvantages of allowing for diverse interpretations, perspectives, and points of view designed to aid student learning. The dynamic relationship between student initiative and unpredictability that can result in…