Examines teacher-student exchanges in three content-based language classrooms. Data reveal persistent archetypal patterns of classroom interaction; teachers speak most of the time, and they initiate the majority of the exchanges by asking display questions, whereas student-initiated requests are referential. (30 references) (Author/CK)

Explores the research paradigms found useful by Dr. Poole in her research of classroom discourse as well as her insights into cross-cultural classroom interaction and the differences between first and second language classrooms. She discusses the need for close interactional study of English-as-a-Second- Language classrooms as well as non-English…

Describes several strategies, all based on letters written between teacher and students, that build a sense of community and collaboration in college developmental reading and writing classes, helping students to see themselves as active learners and thinkers. (SR)

Reviews classroom management strategies that are child-centered and consistent with constructivist approaches to education, in which teachers create situations that facilitate learning. Describes strategies including techniques for establishing dialog, cognitive interventions (including self management and conflict resolution), cognitive…

Data are presented from the first-year of a 4-year research project that aims to design a model for describing exemplary communicative practice using signed classroom discourse in the teaching of students who are deaf. Episodes are presented to illustrate how 10 teachers engage in dialogic knowledge building and exemplary communicative practice.…

This article describes ways, based on the curriculum, to measure the progress of students with disabilities and then provides practical information on how to set up and use curriculum-based measurement (CBM) procedures to design meaningful and easy-to-communicate assessments for students. Tips for efficiency with CBM procedures are discussed.…

A survey identified sources of anxiety among 135 beginning college Spanish students and 109 high school students. Results suggest that speaking in the foreign language is not the exclusive source of anxiety. The teacher's relaxed and positive error-correction attitude can reduce anxiety among students greatly. (36 references) (Author/MSE)

Analyzes a collaborative activity, both as a traditional classroom event and as a collaborative event. Finds that, even when the activity is explicitly collaborative and students are experienced collaborators, patterns of traditional classroom discourse dominate their communicative choices. (MG)

Focuses on the oral language that accompanies the writing process of Native American students. Finds that of all the oral language observed during composing, 90 percent of that language was related to the fact that writing was taking place. (MG)

Describes two Quebec studies integrating educational diagnosis with classroom assessment to develop learning strategies. Outlines new model based on studies and new mastery learning developments. Argues that the unit of measurement should shift from the student to the teacher-student interaction, and the methodology should be…

Practical ideas for classroom management, environment, and communication to make the first year of French teaching easier and more effective are provided for new teachers. Hints address classroom and instructional organization, student and teacher speech, grouping, and developing student motivation. (MSE)

Examines the connection between the classroom as an organizational and social system and the learning outcomes of a class of students. Makes hypotheses concerning lateral communication. Finds that interaction among students is particularly valuable in heterogenous classrooms in which many children have difficulty understanding the teacher's…

Finds that, in 50 primary classrooms with a majority of Native American students, the language development of Native American students was enhanced by open and informal classroom organization, small group activity, flexible time parameters, student autonomy, a positive teacher-student relationship, cooperative learning, and use of culturally…

Literature reviewed in this article suggests that the ability to take the perspective of others is a developmentally acquired ability that results in more adaptive and effective communication and enhances classroom effectiveness. Implications for teacher education are discussed. (IAH)

Examines the impact of creativity training--emphasizing experimentation, ideal development, positive interaction, and empathetic responses--upon teacher empathy and interaction with students. Concludes that after training, teachers were more open to student ideas and responses, reinforced students, allowed more experimentation, and listened to…