Describes an assignment for an introductory computer science class that requires the student to write a software program that simulates an automated teller machine. Highlights include an algorithm for the assignment; sample file contents; language features used; assignment variations; and discussion points. (LRW)

Suggests that using scenario activities can provide the means for training teachers to lead meaningful discussions. Provides sample scenarios and discusses how teachers model the process and adapt it to small and large group discussions. Contends that the power of discussion accrues over time when the conversation leads students to new and broader…

Reports the findings of a study conducted on Clemson University's electronic collaboration tool "Collaborative Learning Environment" in order to determine student opinions, and specifically why they didn't collaborate with each other in a discussion but instead repeated the teacher-as-questioner and student-as-answerer paradigm. Outlines…

Considers how to involve students more in discussing poetry. Describes a class activity involving creating a low-risk poetry porthole: the list poem. Talks about learning how to discuss the poetry of others. Presents ideas for making the transition to the discussion of "school" poetry. (SG)

Analyzes the process of how the inquiry problem is revised and improved. Involves 7th grade students in the study, discussing the inquiry problem to be investigated. Reports that students always discussed the method in light of the problem, and the existence of the method of the problem affected the endurance of problem. (Author/YDS)

Surveyed university faculty shortly after the September 11 attacks to investigate how they engaged with their students following these events. Classrooms became safe spaces for expressions of emotional vulnerability and public grieving. Some professors offered themselves as moral guides, striving to forestall the expression of hostility. Others…

Evaluated the work of sixth grade students' creative problem-solving groups, proposing that providing students with specific guidelines about what makes an exemplary group product would improve the character of the discussion and quality of the group product. Student groups did learn as a result of their discussions and creation of group products.…

Examines a model of professional development including preprofessional, autonomous, collegial, and postprofessional phases. Addresses the importance of reflective practice in moving from autonomous to collegial. Suggests the potential for computer-mediated communication to promote reflective dialogue. (Contains 30 references.) (SK)

Suggests taking Habermas's notion of communicative rationality as a reference point from which to organize educational activities and evaluate their "being educational" in the classroom. Communicative rationality in the classroom provides a perspective from which one can establish a normative standard for being educational. (Contains…

Presents three teachers' ideas of successful teaching experiences. Discusses ideas about successful whole-group discussions; a revision technique for research papers; and "searching for sentences" or "headlines are a hit." (SG)

Makes the point that instruction that focuses only on the academic aspects of reading may not be optimal in terms of the overall benefits to students. Proposes a caring reading curriculum which provides an environment that invites group activity. (MG)

Examines the hypotheses that students need to improve communication skills and that an innovative pedagogy is more effective than traditional methods for improving communication skills. Describes the teaching pedagogy and its implementation in an introductory sociology course. Results suggest that this pedagogy is more effective than conventional…

The descriptive and empirical literature on group work for adjustment to divorce/separation is reviewed. The focus is on the adults in the broken relationship. (Author)

Argues for the effectiveness of Mark Twain's "Huckleberry Finn" as a tool for increasing racial understanding. Suggests that class discussion of the book can make Black students feel as though they have valuable insights to contribute. Concludes that students' emotional reactions to Twain's novel demonstrate the continuing relevance of…

This article, third in a series, discusses the last three phases of the creative problem solving process: idea-finding, solution-finding, and acceptance-finding. These phases focus on brainstorming to generate possibilities and alternatives to the problem, evaluating each idea's strengths and limitations, prioritizing the solutions, and developing…