Presents two examples of matrix technique discussion units, which are intended to provide some initial structure to aid teachers in planning classroom discussion. (Author/MKR)

Suggests that the kinds of participation in the classroom conversation that are supported and encouraged by a teacher signals to students what learning is required of them. Introduces the articles in this special issue by discussing the ideas of Jerome Bruner, Lev Vygotsky, James Britton, and Mikhail Bakhtin. (RS)

Individual groups must choose an article drawn from a periodical that describes one of the newest and most promising products within a limited topic, theme, or range of topics. This activity fosters interaction between the group of students as they choose the article, makes them more aware of resources, and leads to greater cultural knowledge. (SR)

Offers a narrative based on a real event, in the form of a "docustory," describing that moment when teaching worked--when, in an instructional setting, communication was "perfect,""best," or "excellent." Describes five students, unlikely winners of a trophy at their first national forensics tournament, and…

Offers a narrative based on a real event, in the form of a "docustory," describing that moment when teaching worked--when, in an instructional setting, communication was "perfect,""best," or "excellent." Juxtaposes notes from a professor's journal with a former student's letters to show the difference that a professor can sometimes make in a…

Counteracts the overemphasis on introspection that potentially limits composition students' progress in argumentation by endorsing a renewal of classical rhetoric and invention. Explores texts by William James and Sigmund Freud, which are suitable works to provide the framework necessary for a confrontation-based classroom approach to invention.…

Describes a technique for learning students' names that involves jotting down distinguishing characteristics for each student (notes serve as memory clues). States that the notes are used to study students' names and faces. Contends that most names can be learned by the end of the first class period. (DB)

Argues that student-to-student discussions are effective in clarifying thinking, reviewing concepts, and developing meaning from text. Discusses ways that cooperative learning principles and techniques can provide a framework to encourage true discussions in classrooms. (SR)

Presents a report that provides an example of a problem-solving session that goes beyond peer tutoring or cooperative breaking up of problems to focus on knowledge construction of a truly collaborative nature. Contains 24 references. (Author/ASK)

Examines European and non-European cultural positions in terms of subjectivity, a postmodern concept, which eventually promotes ethics by using the nature of self in relation to the "other." Challenges the hierarchical distinction of European subjectivities and non-European subjectivities, exploring how to overcome that hierarchical…

Suggests that implementing strategies of multicultural education and awareness must also entail the recognition of multiple voices. Describes the author's experiences growing up at the intersection of the politics of voice, power, class, and race. Argues that teachers must enable students to learn and develop with and through the cultural meanings…

Presents two brief language stories and critical literacy lessons to offer a space for considering the different literacies, knowledge, and power constructed through different language use. Demonstrates the literacies are made possible by more powerful discourses such as critical literacy. (RS)

From the perspective of communication of textualized knowledge, problems that concern mathematics education might be amenable to a sharper treatment in which the role of the usual discourse seems important. Contains 14 references. (ASK)

Offers practical suggestions for implementing the National Council of Mathematics Teachers' (NCTM) Standards related to classroom discourse. Presents examples of discourse from various mathematics classrooms. (ASK)

Deals with the interactive relations present in the process of teaching and learning within the perspective of acquiring knowledge in the classroom situation. Calls on current theoretical educational propositions to root these relations in other educational frameworks, while keeping the challenges that arise for professors in the 21st century. (BT)