Building on previous work that showed the importance of discussion for teaching literature and that discussion in low-achieving high school English classes is particularly infrequent (Nystrand, 1997), this study investigated a low-achieving class that featured regular discussions to gain insights into how dialogically organized instruction emerged…

This curriculum guide includes letters and postal history from three U.S. wars: the Civil War, World War II, and the Vietnam War. The postal pack was developed with the idea that letters and stamps present personal perspectives that enable students to comprehend the past better. Letters in the postal pack are printed in both the original…

This book presents 19 real-life cases which paint a picture of middle school education. Many of the cases grew out of the Middle School Project, an experimental program for training middle school teachers. The book offers student teachers or inservice teachers the opportunity for detailed case analysis, allowing them to practice problem solving,…

This paper discusses caring relationships and their importance in supporting student learning, examining a study conducted at a public elementary school. The first section describes a theoretical context for care in the school community and argues for its presence in capturing the essence of school reform. It explores one component of care,…

Discusses various themes and ideas (and how to teach them) presented in Reading Ladders for Human Relations.'' (MM)

As an alternative approach to the regular pre-service education provided on campus, the Honolulu Project attempts to involve students in a continuous dialogue with children in the elementary school setting. (Author)

Investigates influences of multi-ethnic social studies readings with historical, cultural, and social aspects of black Americans on white children's attitudes toward this group, and encourages teacher directed reading and discussion approaches based upon social studies multi-ethnic publications. (Author/JM)

Investigated the effects of the following strategies on high school students' response to literature: (1) creative drama exercises; (2) teacher-directed lecture discussions; and (3) self-directed small groups. Found no significant differences; however, there was adequate evidence to support creative drama as a viable learning approach. (PD)

Discusses using Utopian and dystopian literature in grade 11 and grade 12 English courses to help replace fright over the world's future with concern and commitment to needed action. (MM)

Reports on an informal round-table discussion with educators and computer science experts about computer literacy and the role of computers in education, which was conducted at the National Educational Computing Conference. (Author/JJD)

College faculty and freshmen program participated in a study of the effect of teachers' preference for complexity and tolerance to ambiguity. Teachers who preferred high complexity classroom interaction maintained significantly more verbal responses in the higher levels of cognition, thereby challenging student thinking. (PP)

Peer relationships greatly influence how students form opinions of books and of reading in general. Students in a class can be seen as a community of readers. Their discussions, both formal and informal, can be a means of developing an awareness of literature and how to enjoy it. (PP)

Notes the difficulties of getting students to respond to literature. Outlines an idealized conversation about a literary work, with some excerpts of the kinds of student-teacher exchanges that can occur. Offers a guide sheet for conducting such literary conversations. (RL)

Three strategies can be used by health educators to respond to students' questions about the instructor's personal life: (1) answer honestly; (2) refuse to answer; and (3) equivocate or lie. In deciding how to respond, instructors should try to ensure educational value and be as truthful as possible. (JN)