This in-service training package is designed to assist disability services staff, faculty, and staff members of postsecondary institutions in serving students with hearing impairments. It explains hearing loss and its effects on a student's education, demonstrates assistive technologies, and offers communication strategies. The package includes:…

This paper presents an inquiry into teaching and learning practices in a Year 11 mathematics class at a private college for girls in Western Australia, studying a topic on vectors. The focus is on learning through problem-solving, where students used graphics calculators as a matter of routine. Constructivist and sociocultural theories were…

This paper reports on a case study that was part of a 3-year longitudinal study about classroom discourse during a learning sequence related to environmental values and concepts. The lesson was planned and enacted by students in a fourth grade classroom during a field study. Whole class and small group classroom conversations and a field trip to a…

Describes a sequential, cumulative set of experiences designed to promote personal effectiveness and communication skills in children. Allegedly, as pupils learn to articulate their feelings, the teacher will begin to know his students, to understand and meet their needs as individuals. (JF)

The verbal and nonverbal behaviors of 16 first-grade teachers were examined to assess differences based on sex and race of child and race of teacher. Results indicated that the White teachers directed more verbal praise and criticism and nonverbal praise toward males and more nonverbal criticism toward Black males. (Author/LC)

Reports on a study to validate the use of the Picture Potency Formula for predicting the extent to which pictures will stimulate story production. Twenty-four children were asked to tell stories about pictures rated by the formula as being high, medium, and low potency pictures. Discusses potential uses for the formula. (FL)

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)

The traditional practice of having students read or respond to questions in turn is questioned. Research suggests that teacher effectiveness improves when teachers clearly explain the task at hand before children respond. (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)

A music education course for teachers was taught by telephone to 36 students in 16 University of Wisconsin listening centers throughout the state. Problems of sound fidelity and student reticence to interact were resolved without difficulty, and the second course offering included contributions by guest speakers from their homes. (MSE)

Reports on a study in which attempts were made to instantiate the same task in a series of classroom lessons and activities and which used two process coding systems to evaluate teacher performance. Discusses the strengths and weaknesses of each type of coding system. (FL)

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)

Analyzed the following teacher communication behaviors: nonverbal immediacy, interpersonal solidarity, and communicator style. Studies suggest that perceptions of instructor communication variables differentiate effective and less effective instructors. (PD)

Investigated perceived personality and behavioral correlates of the ideal interpersonal communication instructor. Results indicated there was a two-dimensional structure underlying students' judgments: an evaluative dimension and a less well-defined activity factor. (PD)