Sociometric ranking of ten classrooms was analyzed to determine if Jamrich's procedure was significantly different from conventional indexes. Spearman Rank correlations and Kendall's coefficient of concordance were used to determine degree of correlation. Jamrich's ranked values were not found to be significantly different from conventional…

Results indicate that pupils who frequently contribute verbally in the classroom are sociometrically visible as well. However, whether participating in class causes a pupil to gain sociometric credits or whether it is the status of the pupil that causes him to be more vocal cannot be answered at this point. (Author)

Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (FL)

Describes a method for developing after-reading questions devised from a story map of the text's main events and ideas, both explicit and implicit, in order to guide comprehension, rather than just assess it. (HTH)

Explores the connections between language, curriculum theory, and social studies. Six language modes--descriptive, explanatory, controlling, legitimating, prescriptive, and affiliative--are defined, and their use in classrooms and social studies curricula discussed. The author suggests that this type of linguistic analysis be used as a basis for…

Examines word "communicative" and nature of communication and suggests it should not be applied to a methodology. Draws distinction between "communicative" and "noncommunicative" activities while claims each has its place in balanced approach to language teaching. (Author/BK)

The authors give advice to teachers on correctly presenting assignments by discussing these questions: What information should an instructional assignment convey? What criteria should be considered in phrasing an instructional assignment? And what means can be used to clarify an assignment? (Author/SJL)

Discusses the social or interactional dimension that accompanies the academic aspects of schooling. Characterizes the competent student as one who integrates academic content and interactional form in teacher-directed activities. Emphasizes that teachers and students cooperatively contribute to the social organization of the classroom. (Author/BE)

The development of effective teaching through the teacher's assumption of various performance roles is discussed. (LH)

Notes a definite lack of research in the area of communication skills training for teachers. Indicates that existing research shows that there is a special personality for communication trainers, that communication training has positive effects on teachers' behavior, and that there are various models for effective communication training. (FL)

Describes how to analyze children's talk in three categories: factual reporting, interpretive reporting, and reasoning. (DD)

Challenges teachers to explore teacher talk and distinguish messages that unwittingly encourage dependence on authority from those that support the growth of academic autonomy through discovering relationships, developing speed and accuracy in skills, and developing understandings that serve problem solving in projects and activities. (MKR)

Analyzes a discussion among students as they try to find the perimeter and area of an irregular shape on a geoboard. Considers implications for teaching and suggests reflecting on discourse, students' attributes, and mathematical tasks. (DF)

Presents a range of techniques that faculty can use to help prevent the development of negative emotions and conflict in their classes. Recommendations include communicating warmth and sensitivity toward students by remaining enthusiastic and available, establishing a shared course framework by determining course objectives and seeking students'…