Offers a narrative based on a real event, in the form of a "docustory," describing that moment when teaching worked--when, in an instructional setting, communication was "perfect,""best," or "excellent." Describes five students, unlikely winners of a trophy at their first national forensics tournament, and…

Offers a narrative based on a real event, in the form of a "docustory," describing that moment when teaching worked--when, in an instructional setting, communication was "perfect,""best," or "excellent." Juxtaposes notes from a professor's journal with a former student's letters to show the difference that a professor can sometimes make in a…

Counteracts the overemphasis on introspection that potentially limits composition students' progress in argumentation by endorsing a renewal of classical rhetoric and invention. Explores texts by William James and Sigmund Freud, which are suitable works to provide the framework necessary for a confrontation-based classroom approach to invention.…

Describes a technique for learning students' names that involves jotting down distinguishing characteristics for each student (notes serve as memory clues). States that the notes are used to study students' names and faces. Contends that most names can be learned by the end of the first class period. (DB)

Argues that student-to-student discussions are effective in clarifying thinking, reviewing concepts, and developing meaning from text. Discusses ways that cooperative learning principles and techniques can provide a framework to encourage true discussions in classrooms. (SR)

Presents a report that provides an example of a problem-solving session that goes beyond peer tutoring or cooperative breaking up of problems to focus on knowledge construction of a truly collaborative nature. Contains 24 references. (Author/ASK)

Examines European and non-European cultural positions in terms of subjectivity, a postmodern concept, which eventually promotes ethics by using the nature of self in relation to the "other." Challenges the hierarchical distinction of European subjectivities and non-European subjectivities, exploring how to overcome that hierarchical…

Suggests that implementing strategies of multicultural education and awareness must also entail the recognition of multiple voices. Describes the author's experiences growing up at the intersection of the politics of voice, power, class, and race. Argues that teachers must enable students to learn and develop with and through the cultural meanings…

Presents two brief language stories and critical literacy lessons to offer a space for considering the different literacies, knowledge, and power constructed through different language use. Demonstrates the literacies are made possible by more powerful discourses such as critical literacy. (RS)

From the perspective of communication of textualized knowledge, problems that concern mathematics education might be amenable to a sharper treatment in which the role of the usual discourse seems important. Contains 14 references. (ASK)

Offers practical suggestions for implementing the National Council of Mathematics Teachers' (NCTM) Standards related to classroom discourse. Presents examples of discourse from various mathematics classrooms. (ASK)

Deals with the interactive relations present in the process of teaching and learning within the perspective of acquiring knowledge in the classroom situation. Calls on current theoretical educational propositions to root these relations in other educational frameworks, while keeping the challenges that arise for professors in the 21st century. (BT)

This chapter explores the dilemmas and perceptions of being open regarding nonheterosexual sexual orientations in the higher education classroom from the individual perspectives of the three coauthors.

Incorporation of forms of popular culture into the classroom provides a meeting place where students and teachers can share their expertise. It is shown that within a constructivist model, where teaching and learning is a dynamic interchange between all classroom participants, students, and teachers can become co-investigators of culture.

In this paper, the authors report research focused directly on the validation of the Coding of Academic Teacher-Student interactions (CATS) direct observation instrument. They use classroom information gathered by the CATS instrument to better understand the potential mediating variables hypothesized to influence student achievement. Their study's…