It is argued that discussion of technology in college teaching commonly focuses on how to use it, while the important issues are when and why it is appropriate. Reasons for using technology are outlined, relating widely accepted goals in instructional development (improvement of communication, access to information, and effective presentation of…

The mnemonic device "ATOMIC" refers to course and lesson design elements that can help make college teaching more effective. It highlights the importance of these design components: audience, arena, ambience, topic, theme, title, objectives, message, methods, materials, involvement, close, and check-up. (MSE)

A tongue-in-cheek essays argues that if college instructors believe "writing across the curriculum" improves student learning and writing skills, and convince their students, it might become a self-fulfilling prophecy. Reading or grading the essays will be unnecessary; students can pretend they have written something, and teachers can pretend that…

Three elementary students with mental retardation were taught math facts during small group instruction in a regular classroom, using unrelated instructional feedback (sight word vocabulary cards). Results found that all students learned their targeted stimuli, some of their unrelated stimuli, and some of their peers' target stimuli through…

The U.S. Supreme Court has refused to hear a case that might guide colleges in resolving conflict between campus policies on sexual harassment and free-speech rights. The case involved San Bernardino College (California) and a tenured professor whose explicit classroom discussions college officials felt constituted sexual harassment. An appeals…

This article discusses what is meant by minimal hearing loss (MHL), summarizes issues associated with MHL, and describes instructional modifications for children with MHL. Environmental modifications and signal-to-noise enhancing technology are addressed, as well as challenges to identifying and helping children with MHL and symptoms of MHL.…

Presents a discourse analysis of contributions to an online interactive discussion forum of a graduate-level education course on discourse in classrooms. Examines content of postings over the course to describe participants' emerging perspectives on the role of classroom and school discourse in shaping student identity, the role of discourse in…

Examples from upper primary classrooms in Scotland and Jamaica demonstrate the subtle ways in which teachers support or restrict the classroom use of community languages (Scots and Patwa) through their broad or narrow implementation of language policy. The metaphor of fractals, derived from complexity theory, can form a sensitive and appropriate…

Seeks to understand literacy as sociocultural practice and to understand how beliefs about attitudes towards literacy are constructed in and through classroom discourse. Explores what literacy is valued in one multi-ethnic primary classroom and the ways in which the pupils are coming to know and display the version of literacy that counts.…

This paper discusses some of the results of a study conducted in Papua New Guinea on students' comprehension of 45 non-technical words used in science classes. Four words, "component,""devise,""exert," and "random," are considered in detail. (CW)

A teacher of deaf children responds to a treatise recommending expanded use of American Sign Language (ASL) in deaf education by addressing the immediate problems that parents, teachers, school authorities, and linguists will need to carefully consider in implementing an ASL-based bilingual approach to educating young children. (CB)

Describes Note Cue, a strategy to help students participate in class discussions. Notes that this strategy is well suited to English-as-a-second-language (ESL) students, at-risk students, and culturally different students who may not be familiar with the subtle aspects of English. (RS)

Describes observations of a high school classroom and subsequent interviews with poor readers in the class to uncover their coping strategies. Argues that teachers who focus on effective instruction from only their own perspectives fail to appreciate the needs of unsuccessful readers. Concludes with recommendations for improving teacher…

An imaginary interview with a female law student reveals frustrations about her experience with the content and context of legal education for and about women. (MSE)

Shares experiences of students and teachers to express the importance of searching for occasions and strategies to give students voice, shaping meaning through talk and writing. (MG)