Assesses effects of grade level, teacher liking, influence strategy type, and cultural orientation. Notes that students reported more resistance with increasing age, and ratings of refusal and comparison strategies increased with grade level. Rates reported resistance, refusals, and comparison resistance strategies as less likely in response to a…

Presents the idea that learning through active resistance makes the information that students discover more valuable to them. Provides examples from classroom experiences. (EV)

Three teachers describe classroom experiences with students who are deaf or hard of hearing. These narratives demonstrate the importance of the process of conversational classroom transactions in the development of basic writing, reading, and teaching skills. (DB)

Compares radical and social constructivism, noting that in radical constructivism the role of the teacher in inducting the learner into existing discourse is inadequately explained, while social constructivist theory offers more to the practitioner. Argues that the former's overemphasis on personal construct theory and almost dismissive attitude…

Discusses ways to improve the quality of teachers' classroom questions to help children clarify their thoughts, feel that they are worthy people, and understand their world. Asking open-ended questions that allow for discussion, encouraging children to answer questions orally, and listening to students' answers are urged. (CR)

Focuses on subteaching, a phenomenon that regularly appears in pupil-run group work. Junior high pupils positioned themselves as subteachers and exploited a series of teacher-like strategies. (Author/VWL)

Questions pedagogical frameworks that perpetuate semantic properties and representations of meanings that no longer hold true in changing classroom realities. Proposes the need for learning new languages, for speaking through a more dialogical, metonymic back and forth movement in the discourse of classrooms. (PM)

Examines conversations between teachers and students and between peers to describe the nature of the instructional scaffolding that occurred as students constructed meaning of literary and nonfiction texts. Describes ways in which scaffolding was woven in and out of the fabric of the conversations. Finds that episodes of scaffolded instruction…

Describe a program which encourages content area teachers to change their instructional styles during classroom discussions of textbook readings. Presents an associated five-stage model for linking teacher assessment procedures with professional growth. Notes that at each stage the model highlights what teachers experience and understand about…

An English-as-a-Second-Language teacher describes an exercise she uses with a class that meets only once a week. This exercise is to encourage students to use their language skills with each other, and to express themselves about topics of interest to individual students and the entire class. (CB)

Illustrates the necessity of viewing formal language instruction in terms of both intercultural and intracultural encounters. An examination of examples of cultural interactions occurring in an English as a second language classroom at the University of Guam points out the overall importance of the roles of culture. (Author/CB)

A literature-based cognitive developmental approach to learning and instruction in mainstreamed settings is presented. The approach considers children with learning disabilities to be ineffective and inactive learners, and focuses on addressing learning skills for all children and emphasizing mutual support and communication within the classroom.…

The roles and responsibilities of educational interpreters for children with hearing impairments at the elementary and secondary levels are delineated, and a paradigm for allocating interpreters' time to diverse duties is presented. (MSE)

Techniques used in dramatics are proposed as a means of opening up students' self-expression and improving linguistic production in the language class. Specific approaches and activities are described. (MSE)

Focuses on reading instruction to assess the role of language arts instruction in homogeneous societies of recent decades. Uses this assessment to explore the changes that future pluralistic societies will require. Asserts that to accommodate a pluralistic society, classroom structure, communication, and organization must use language for…