Teachers using interactive whiteboards (IWB) effectively can engage and motivate students with a range of digital resources to explore science's role in making sense of our world and to construct knowledge of key scientific concepts. The case study research described in this paper illustrates how interactive pedagogies in the IWB classroom were…

This paper focuses on the use of interactive whiteboards (IWBs) as a tool for encouraging and supporting classroom dialogue. The authors' concern here is with the promotion of "dialogic" communication between teachers and students, which is now widely recognised as educationally valuable. In this study they investigated how teachers…

Contends that literacy acquisition and use occurs in and through social contexts and is a political and cultural activity, and that the distribution of literacy competence by schools is a key link in the reproduction of inequality. Examines social, cultural, political, and economic implications of classroom practices. (RAE)

Metapragmatic skills of elementary-grade children in the classroom are discussed in relation to remediation with language-disordered children. Of particular importance in the classroom is children's metapragmatic knowledge of requests and responses. Therapy of classroom interactions should incorporate actual academic material of gradually…

Knowledge from research on nonverbal communication can serve to extend and expand current paradigms that guide the study of teaching. Even more important, attention to nonverbal research may enrich the conceptualization of teaching. (CB)

Authors clarify the categories of non-verbal teacher activity and suggest how the individual teacher can increase the effectiveness of his non-verbal style. (Authors/CB)

Procedure is described enabling teachers to learn and remember the names of as many as 250 students by the end of the first class session. (CB)

Article describes three examples of common problems in oral classroom communications and suggested solutions. (GB)

Recognition by teachers of the qualitative nonverbal and verbal dimensions of communication should enhance their ability to relate to all students. (Author)

The author suggests that technology itself is neither humanizing nor dehumanizing in education. Instead, he proposes that only the people, the teachers or the institutions which use (or do not use) the technology have this influence." (Author/AK)

A review of three strategies for initiating and conducting classroom discussions. (AK)

The author attempts to interweave" several principles of communication into a discussion of directions of what I consider to be imperatives of change in the patterns of thinking about communication in education." (Author/AA)

Discusses the potential of bilingual education for Spanish-speaking students. (LN)

Considers the ethnography of communication, conversation analysis and systemic functional linguistics as frameworks for the analysis of classroom discourse. Discusses their basic assumptions, some of the similarities and differences between them, and their different strengths and weaknesses as resources for applied linguistic problem solving.…