Describes a study which examined classroom discussions of content area readings and attempted to modify the discussions to reflect more higher-order thinking and critical reading. Finds that teachers did elicit more inferential responses, even though they did not effect substantial and lasting changes in classroom interaction patterns. (RS)

Results are presented of an extended case study of a Dutch teacher confronted by severe discipline problems, who, with the help of a teacher educator, changed the disorder of her classroom to a good working atmosphere. This article analyzes the pupil-teacher interaction during this change, from a systems communication perspective. (IAH)

Describes exercises a teacher of English used at a West German secondary school to motivate students to interact in English during class, and the students' reactions to those exercises. The exercises focused, generally, on students' personal experiences, relied on a non-teacher-centered approach, and contained an element of self-reflection.…

Results obtained through the implementation of an innovative technique designed to investigate the relationship between classroom interaction and learning outcomes are reported. Topicalization by learners is shown to be influential in accounting for learners' claims about uptake, learners' perceptions about what they have learned, in one…

Discusses aspects of using anecdotes in the classroom including vividness, the downside, high inferential risks, and low inferential risks. Reviews research underpinnings. (MVL)

Ethnographic analysis of a Black female urban community college teacher's classroom speech revealed two distinct but culturally appropriate ways of speaking. Results regarding comparison of the speech events' effects on student participation and their interpretations and meanings are discussed. (Author/CB)

A study used systematic classroom observation to describe pupil behavior and pupil-teacher and pupil-peer interaction in four classrooms in schools for children with moderate learning disabilities. Results are compared with a previous study of mainstream elementary classrooms. (MSE)

Investigates student engagement patterns in high school science classes. Finds that three to five students, known as target students, monopolized classroom interactions in most classes and they tended to be high-achieving students. Most target students were male and tended to be persistent. Provides a student involvement questionnaire in the…

A discussion of the use of sign language interpreters for deaf college students looks at the interpreter's role, classroom organization, pacing of speech, testing, and class discussion. Teachers are encouraged to use the interpreter's presence and expertise as an opportunity to reassess and enhance classroom communication dynamics. (MSE)

Five teachers serving 26 children (ages 3-15) with developmental disabilities received training on creating opportunities for requesting (missing item, interrupted chain, delayed assistance). The strategy was effective in helping teachers increase the number of functional communication requesting opportunities and the number of correct student…

This study investigated "redirects," a procedure in which a teacher redirects a child's communication from the teacher to a peer, as a means to facilitate initiations to peers. Use with four preschool boys with specific language impairment found that most of the redirected initiations received conversational responses from peers. Generalization to…

Reflects on the teaching of college courses that examine multicultural issues. Suggests that tensions and emotions over controversial topics are heightened in the classroom by the physical presence of discussion participants. Proposes various ways that teachers can defuse potential conflicts and make classroom discussion of multicultural topics…

The view that a child-centered approach to curriculum and classroom organization in primary education provides a conducive environment for second-language acquisition is endorsed in England's National Curriculum. A small study is reported that suggests not all teacher-pupil interaction promotes second-language acquisition. (Contains 24…

This article connects the other-self relationship to the teacher-student relationship, focusing on how teachers listen, or do not listen, to the students they teach, and emphasizing the fact that in order for teachers to hear their students, they must first get themselves out of the way. (SM)

A study investigated gender-related patterns of student talk in teacher-directed and student-directed peer response groups in college writing classrooms. Females in both groups asked more questions, made more suggestions, and more often used gender-typical language. Although females and males in teacher-directed groups responded equally, females…