Reveals that instructors who used a sense of humor in dealing with technical nuances, used a relaxed interpersonal style focusing on the interaction across sights, and involved students directly in the course content were perceived as more successful on the network. Finds that instruction was hampered by cameras, microphones, and by students…

Explores, from the students' perspective, what it is like to be a participant in a college course taught in a live, interactive television classroom. Discusses expectations of and problems with technology, problems associated with distance, differing education goals, encouraging proper use of equipment, and encouraging student interaction. Offers…

Describes the "One-Minute Paper," a teaching strategy used to encourage active learning by students and provide feedback to teachers. Enables the professor to establish a rapport with a large class of students and provides the professor with an insight into student difficulties and perceptions of the lecture material. (JRH)

Suggests guidelines teachers can use for implementing graphic organizers. Provides an example of such an implementation, including a short text selection, a sample script of the classroom pre-reading dialogue using a graphic organizer to introduce text selection. Discusses attributes of effective graphic organizer implementation. (SR)

Looks at foreign language classroom talk as a special type of interaction that has two complementary modes: the natural and the pedagogical. The reason for adopting such a perspective is that it seems to create a bridge between theory-driven investigations of classroom interaction and actual pedagogical practice in the foreign language classroom.…

Investigates one aspect of language use in focus on form--metalanguage. Reports on a study to identify how metalanguage was used and the relationship between the use of metalanguage and the occurrence of students uptake moves in focus on form. (Author/VWL)

The negotiation of meaning presupposes a taken-to-be-shared understanding of a situation. Uses an example to illustrate how negotiation of meaning and task may be linked in ways inappropriate to the learning of modeling and critical reflections. Contains 16 references. (Author/ASK)

Proposes that the style and format of questions used by lecturers and tutors profoundly influence students' conceptions of what mathematics is about and how it is conducted. Use of questions depends on both scaffolding and fading their use in front of students so that students internalize questions for their own learning and practice of…

Presents reasons why the development of a methodology for the description, analysis, and evaluation of second-language classroom interaction would be desirable. L2 classroom interaction is unique in that linguistic forms are the goal as well as the vehicle of instruction, and the linguistic patterns of interaction produced by learners are linked…

Explores the use of information-seeking strategies (i.e., overt, indirect, third party, testing, observing) among students in the college classroom. Notes that researchers did not find a significant relationship between student use of the observing information-seeking strategy and perceived instructor clarity, verbal immediacy, and verbal…

The primary goal of this study is to identify intra-textual linguistic variation in university classroom talk, applying corpus-based techniques to the analysis. First, based on the automatically identified vocabulary patterns in classroom talk a large number of class sessions are segmented into smaller units of analysis. Second, the co-occurring…

Phyllis Whitin was interested in the role of communications in developing mathematical understanding among children. She designed a problem-posing explorations system, which encouraged children to think, question, solve problems and discuss their ideas, strategies and solutions.

The critical literacy classroom is characterized by an emphasis on students' voices and on dialogue as a tool with which students reflect on and construct meanings from texts and discourses. Is it appropriate, however, to teach critical literacy in settings such as penal institutions where student voices are deliberately discouraged and silenced?…

As a long-term advocate for, and practitioner of, both Paulo Freire's theory of "liberatory education" and bell hooks's "engaged pedagogy," the author subscribes to their principles of encouraging freedom of thought through active dialogue and the dialogic in an attempt to empower students by making the classroom a space that opens up to radical…

This article provides an empirically based perspective on the contribution of conversation analysis (CA) and sociocultural theory to our understanding of learners' second language (L2) practices within what we call a strong socio-interactionist perspective. It explores the interactive (re)configuration of tasks in French second language…