Examines the role of a collaborative hypermedia system, called Multiple Users Creating Hypermedia (MUCH), in aiding students in the authoring process. Students were instructed to use the annotation facility of the system to comment on others' work. It was found that those who made comments were more likely to improve their own performance than…

Discusses how teachers can use the Socratic method of cross-questioning students to arrive at logical conclusions to help elementary school students recognize and understand differing opinions; question their own beliefs and assumptions; and learn that they can disagree without resorting to violence. (MDM)

Discusses the opportunity to unite readers of all ages by encouraging reading and discussing books on a given topic. Outlines possible topics and gives book-starter suggestions that are likely to spark broad interest such as the 1940s, World War II, or Growing Up. Suggests preparations that may be made for those who are unaccustomed to book…

Reports on a study of 64 university faculty and 1,706 students on the relationship between teacher self-disclosure and student classroom participation. Finds that teacher self-disclosure is positively associated with students' willingness to participate in class discussions. Calls for further research. (CFR)

Describes the use of the film "Breakfast Club," in a college adolescent psychology course. Relates how students study and discuss theories of moral reasoning and psychological development prior to viewing the film. Provides an opportunity for students to integrate course content while enjoying the learning process. (CFR)

Discusses a study designed to understand 11th-grade students' learning during conversations with their teacher over and about a computer-based Newtonian microworld, Interactive Physics. Illustrates that students' learning was not local but persistent, in that they used appropriate canonical science talk without teacher support. (36 references)…

Reports on English-as-a-Foreign-Language (EFL) curriculum renewal in African secondary schools, where teachers identified student interests, posed problems for discussion, and used the language generated by the discussions to develop language learning activities. The article describes the steps in developing problem-posing lessons. (26 references)…

Provides suggestions for elementary school teachers to use shared reading experiences with their students. Notes that having teacher and students read together encourages classroom discussion, models appropriate reading behavior and pronunciation, and encourages children to think about the book or story. Other benefits of shared reading are…

Describes two drug prevention programs, highlighting aspects with potential for violence prevention and suggesting areas where peer helpers could contribute. The paper examines noninteractive and interactive programs, explaining the group process and describing how to form small groups and how peer helpers can facilitate essential interactions…

Presents an instrument for measuring emotional barriers that can inhibit giving, receiving, and exchanging corrective feedback in counselor training groups. Also assesses leader behaviors that can help group members address those barriers. Testing showed that the instrument can be used to identify group member concerns. (RJM)

Article distinguishes between two types of problems: those that necessitate either-or solutions, and those called polarities, which require both-and solutions. Suggests how inherently unsolvable polarities can be managed by integrating them into men's counseling groups. Suggestions include direct teaching, individual analysis and action planning,…

Describes a group program for at-risk students that resulted in students obtaining better grades and improved attitudes and self-concepts. Project was based on the assumption that poor self-concept is the central factor in students' lack of academic success. It was unknown whether gains would continue without the group. (RJM)

Whole-faculty study groups can help the entire faculty integrate and implement effective teaching and learning practices with the goal of increased student learning. The paper describes the reasons for and the development and implementation of whole-faculty groups, then examines one consultant's experiences with such groups in Georgia. (SM)

Explores possible outcomes of using the "Professional Teaching Standards" as a set of tools to construct productive conversations about teaching. Presents a discussion taking place in the author's third grade classroom illustrating discourse in the classroom, accompanied by the author's commentary on the lesson. (MDH)

Undergraduate students (n=239) participated in group experiments measuring creative performance. Results indicated that performance was influenced by group diversity, and greatest frequency of responses occurred from individuals brainstorming independently after group brainstorming. For creativity that required responses that break away from the…