Describes using the strategic planning report process in business communication classrooms, thus requiring students to work collaboratively and to apply business school learning. (SR)

Describes an elective class on computers in which two pairs of troublesome eighth grade boys in congenial, collegial, collaborative interactions with each other and their teacher, created HyperCard stacks (in lieu of traditional essays) in response to poems of their own choosing. (SR)

Maintains that low achieving readers receive poorer quality instruction than their higher achieving peers. Suggests changes based on reading as an active process of constructing meaning from text. Provides examples of ways to foster collaboration and give students choices in reading and writing materials--activities that can result in improved…

Describes numerous ways cooperative or collaborative grouping can be implemented in classroom literacy instruction. Explains how the transition may be made to cooperative grouping. Shows how the process can be adopted to reading and writing instruction. (SR)

Discusses John Dewey's transactional epistemology and Louise Rosenblatt's transactional view of reading and writing as they apply to teaching technical writing. Proposes four maxims to bring the spirit of transaction to teaching. (SR)

Presents an activity used with ninth and tenth grade remedial readers which introduces the students to five patterns in writing that are common in textbooks: listing, sequence, cause-effect, problem-solution, and comparison-contrast. (PRA)

Discusses how the constructivist approach to learning can aid in helping students to experience more meaningful learning. Discusses cooperative group learning and the concept of constructivism; constructivist teaching formats; and whether the constructivist approach works. (ZWH)

Argues that writing centers have the essential function of critiquing institutions and creating knowledge about writing. Explains how this function has clear implications for what tutors should know and how they should be trained. Enlists Antonio Gramsci's theory of culture to analyze traditional composition teaching and research. (HB)

Describes the events, and educational strategies used in the events, that make up the Nature Bowl, California's largest third- through sixth-grade competition focusing on regional ecology, natural history, environmental issues, and natural resources conservation. (LZ)

Describes a strategy, called "circle of questions" in which students worked together in small groups and in a large group to actively construct their own questions about a topic and then explore the text to find answers. (SR)

Cooperative learning is a structured form of small group work based on interdependence, accountability, group processing, and social skills. In continuing education, cooperative learning can positively affect achievement, multiethnic relationships, self-esteem, retention, and attitudes. (SK)

Describes a year-long project, the "Met Life Project," in which high school students collaboratively wrote and produced an original theater piece. (SR)

Responding to Paul Chance's November 1992 "Kappan" article on motivational value of rewards, this article argues that manipulating student behavior with either punishments or rewards is unnecessary and counterproductive. Extrinsic rewards can never buy more than short-term compliance because they are inherently controlling and…

Describes a California high school English class's creation of various authentic learning activities to bring Dostoevsky's "Brothers Karamazov" to life. For any activity to be perceived as genuine, students must be able to apply what they are learning to their lives; there must be a goal worthy of students' and teachers' commitment and…

Describes a cooperative learning project carried out by a classroom teacher and a university professor in seventh-grade literature groups in which students produced literature guides for the book assigned to their groups. (SR)