Describes several classroom-oriented telecommunications activities for encouraging student writing and expanding their audience. States that electronic bulletin boards are useful in sending students timely responses to their writing assignments. Suggests possible resources (including the author's electronic mailbox number) to learn more about…

A study of gender differences in level of student participation in the law school classroom looked at the reasons for women's silence and the relationship of the professor's gender and language to student participation. Findings suggest the classroom environment, structure, and language exclude women or make them feel inferior. (MSE)

Law school professors have a responsibility to monitor student participation and silence in the classroom, to consider why some students are silent, and to examine their role in contributing to that silence. A variety of techniques are available to encourage participation. (MSE)

Reexamines category of teacher talk commonly called teacher disapproval. Presents expanded framework for examining behaviors in this category. Identifies and describes nine variations of teacher disapproval based on analysis of transcripts of interactions involving fourth, fifth, and sixth grade classroom Anglo, Hispanic, and Conservative Jewish…

Reports on dialogue journals as effective writing tasks which bridge the gap between spoken conversation and the traditional tasks of essay and report writing. Suggests that the use of dialogue journals improve classroom management and discipline, while creating an individual tutorial relationship of both an academic and personal nature. (MM)

Discusses the problems of lecturers and students in a college course. Describes a staff-student liason committee. Gives examples of lecture evaluation instruments. Analyzes the effectiveness of the staff-student liaison groups and emphasizes the value of communication. (CW)

A classroom technique is described that is used by one college teacher in a course on the sociology of human sexuality. Specific acting techniques and design are used to turn the class into a performance where the delivery of facts is unified with the facts themselves. (MSE)

An appellate court found that a college faculty member's use of offensive language in class was unprofessional, interfered with instruction, and not protected by principles of free speech and academic freedom. (MSE)

Principles on which the teaching of mathematics is based are discussed. Sections concern the skill principle, the curriculum principle, and learning strategy, with many classroom illustrations. (MNS)

Techniques for new teachers to use to achieve and maintain quality instruction include questioning techniques, approaches to developing student mental skills, classroom communication strategies, and improvements in teacher evaluation forms and techniques. (MSE)

Results suggest that (1) sexism in the classroom may be a "male disease," affecting perceptions and classroom climate and (2) student coping behaviors such as daydreaming and hiding feelings are used only in the classes of male professors. (PD)

Tested a model of secondary and college students' affective learning (attitudes toward course, subject, teachers) as a function of behavior alternation techniques (BATs) and teacher nonverbal immediacy (concern for students). Found a positive relationship among teachers' use of BATs, immediacy, and students' affective learning. (PD)

The National Writing Project (NWP), begun in Berkeley, California, in 1974 as the Bay Area Writing Project, has expanded to more than 100 sites in 43 states. Current programs in New Hampshire and Virginia exemplify the potential offered by the NWP for improving student writing. (JBM)

Many social and intellectual forces focus introductory courses not on the process of inquiry but on its products. Changes that can help refocus these courses include limiting class size, emphasizing writing skills, having all levels of faculty teach the courses, and promoting exchange of ideas in the classroom. (MSE)

This description of a model program developed in Washington State for improving teachers' classroom effectiveness includes an outline of the program's 15-step process and its three key concepts--involvement, ownership, and commitment--followed by discussions of resource people and the program's two-day problem-solving retreat. (JBM)