Describes the development of a distance education graduate course at Arizona State University; the course is text-based, supported by the Internet and computer conferencing. Discusses course planning and design factors, implementation strategies, technical considerations, students' evaluations, and instructor perspectives. (AEF)

Describes how a Norwegian high school student constructed meaning about a poem with the help of her interactions with two peers in a response group that integrated writing, reading, speaking, and listening. (SM)

Describes how an electronic collaborative discussion tool called the Multimedia Forum Kiosk provides equitable learning opportunities in scientific discourse through generating explanations, revising the ideas of others, and asking questions. Contains 58 references. (DDR)

Discussion of differences in the ways that female and male faculty approach the use of technology in teaching focuses on a study of female faculty learning design preferences in critical feminist teaching. Considers learner-centered approaches; interactions with students in computer-mediated communication (CMC); democratization in online…

Presents a lesson plan to teach students about the events leading to the U.S. entry into World War I. Explains that the students pretend to be U.S. senators and debate whether the United States should enter the war. Includes handouts for use with this lesson. (CMK)

Reviews the history of and describes what biology educators should know about the topic of bioterrorism. Suggests materials that can be used to communicate more effectively with students and the community and prepare a classroom discussion on bioterrorism. (KHR)

Discusses the use of cooperative learning in advanced journalism and broadcasting courses. Presents two one-semester studies, "snapshots" of how a group of students tackled team reporting and how a group of broadcast regulation students dealt with group argumentation. Notes the lack of serious theoretical development to guide journalism…

Argues that, although a little daily practice substantially improves reading proficiency, reading should be viewed as only the beginning of the literature experience. Suggests that interactions with books can continue through many other forms of response. Annotates 22 examples of children's books that invite dramatization, writing, art, music,…

Developed is an interdisciplinary unit that deals with global warming and the greenhouse effect. Included are 10 lessons that can be used to supplement existing plans or used as a basis for developing a new unit. Included are modeling, laboratory, graphing, role-playing, and discussion activities. (KR)

Examines a traditional group discussion course redesigned to operate via computer-mediated communication. Finds more frequent student contact with instructors, high level of course approval by students, and group output that equaled or excelled that of traditionally taught courses. (MS)

Describes a lesson based on Taba's Inductive Thinking Model that offers a set of strategies to enhance the teaching of higher order thinking skills with the use of databases. Analyzing, synthesizing, and evaluating information are discussed, and strategies for guiding class discussion are presented. (eight references) (LRW)

The development of a framework for analyzing pupil talk is described and the reliability of scoring transcribed conversions using the framework discussed. Definitions and examples of the terms used in the framework are appended. (Author/YP)

Presents suggestions for ways elementary school teachers can use Dr. Seuss's "The Butter Battle Book" in class to confront issues of conflict and peace. (BB)

Examines the problem definition behavior of 48 White families (two natural parents and adolescent child) discussing simulated problematic situations. Analyzes the effects of family background, interpersonal relations, and discussion process variables. Interprets the importance of interpersonal ties in terms of family interaction issues. Contains…

A small group discussion method of gathering feedback from students, when combined with student ratings, greatly enhanced the positive effect on teaching as compared to ratings alone. The results are explained in terms of teaching and learning as collaborative interaction. (Author/MLW)