The purpose of this study was to analyze the oral questioning process in elementary school classrooms and to attempt to determine the relationship of certain selected factors to the oral questioning process. The sample consisted of 60 elementary school science teachers teaching the fourth, fifth, and sixth grades. Questions were classified into…

This book, one of three Teacher Resource Booklets on Classroom Social Relations and Learning developed at the Center for Research on Utilization of Scientific Knowledge at the University of Michigan, discusses the theoretical background of role playing and gives a step-by-step discussion of how to use role playing in the classroom. There are…

Discusses the use of "talk" to prepare students for reading; as an instrument for learning and thinking; and as an instrument for social and emotional growth. A taped discussion is presented: seven girls who speak five different languages discuss a story they have read. (EJS)

"Language-related" refers mainly to teacher-guided communication, aimed at revealing the progress of language learning. "Information-related" communication, a two-way process, refers to all other speech intentions. Suggestions are given for stimulating spontaneous use of information-related materials. (Text is in German.) (IFS/WGA)

Describes a program for teaching college writing in which students analyze their own videotaped speeches as a class in order to become more aware of the composition process. Argues that the emphasis on audience feedback enhances revision, persuasion, and reader orientation and makes concepts of English composition more concrete. (JG)

A pedagogy for critical literacy, as it is a pedagogy for learning to locate oneself in history, can make it possible for students to begin reclaiming their voices, and their rights to authorship, by enabling them to discover the social construction of their voices in contradiction. (Author/BJV)

Presents examples of "secular humanism" culled from various textbooks. (NKA)

Children with oral language disorders have difficulty in the areas of social behavior and family relationships as well as with academics and vocational achievement. Remediation should focus on specific language deficits, appropriate social interaction skills, and helping the individual to understand and take responsibility for effective…

Reports on the results of a University of Arizona experiment that used electronic mail to supplement traditional modes of student/instructor interaction in four courses in electrical and computer engineering. Results indicated that students liked electronic mail to supplement their discourse with their instructors. (TW)

Focuses on the language used by elementary mathematics teachers and its relationship to students' understanding of mathematical concepts, as well as their misconceptions. Describes eight situations in which the use of precise, formal mathematical terms could be replaced by informal language, particularly when introducing new concepts. (TW)

Argues that "student talk" is an important developmental activity in mathematics. Gives suggestions that will facilitate student talk. (PK)

Five communication strategies are essential to success in large courses: managing instructor anxiety, using presentation time efficiently, motivating students, communicating enthusiasm, and organizing content. (MLW)

Describes how teachers manage multitask classroom activities by defining teacher and student work cycles, sorting students into attention categories by assessing their work daily, and providing assistance to students according to need. Includes figures illustrating student's and teacher's work cycles and the three levels of classroom decision…

Comparison of two fourth-grade spelling classes (one for hearing-impaired students and the other a general education class under consideration as a mainstream placement) revealed significant differences in interactional behaviors across physical, instructional, and social contexts. The hearing-impaired class was characterized by routinized…

Describes a study conducted to determine the effects of task type and participation pattern on language classroom interaction. Evidence suggests that tasks which require information exchange are crucial to conversational modification of classroom interaction and that group and dyad interaction patterns produce more modification than…