Describes team-taught courses in which the lectures of each team member are critiqued by other team members. Stresses that the result is a deeper, more critical analysis of each team member's material and of the interrelationship of their presentations. (DB)

Discusses a design-feature framework for analyzing "simulations" in realistic-communication activities in foreign language classrooms. The link between design factors and two aspects of student language (quantity of output and topic-structure) with reference to two "simulation-type" activities are examined. (30 references) (GLR)

Narrates the experiences of one journalism teacher who was criticized by a Japanese student when another student used the word "Jap" in the classroom. Questions the role of instructors in assuring that all language in a classroom is "politically correct." (HB)

Classroom management in classrooms is often based on a teacher's preconceived or acquired principles that normally divide things into "right" and "wrong" categories. The need for understanding in multicultural classrooms is addressed, and some possible strategies to avoid misunderstandings are offered. (Contains 32 references.) (LB)

States that initial impressions form student perception of the classroom environment and instructor's communication style. Uses the "Individualized Classroom Environment Questionnaire" (ICEQ) and the "Components of Communicative Competence Scale" (CCCS) to understand how students perceive their own communication abilities and…

Presents some methods for describing and referring to mathematical objects and consistently and unambiguously signaling the logical structure of mathematical arguments. Presents the problems involved in referring to mathematics objects and properties. Discusses certain individual words used to communicate the logical structure of mathematical…

Suggests some questions and prompts that teachers can adapt and use to promote mathematical power in their students. Argues that asking children to share their strategies for solving problems is a simple but powerful learning tool for promoting understanding. Presents four classroom vignettes as an example. (ASK)

Presents two vignettes of mathematics lessons and describes fourth-grade students' discussions of fractions, percents, decimals, time, and money while investigating the various interpretations of the word "quarter." (ASK)

Proposes that different contexts occur in second-language (L2) classrooms and that repair is organized differently within each context. Suggests that within each context a particular pedagogical focus combines with a particular organization of repair that is appropriate to that focus. The organization of repair within each context is sketched and…

Hypothesizes that the structure of a teacher's oral discourse is a factor that influences student learning. Sets out to establish the conceptual and discursive frameworks of three teachers. Contains 17 references. (DDR)

Presents a study that investigates ways to promote the development of reasoning and problem-solving skills in a secondary mathematics classroom and summarizes the key concepts from sociocultural theory. Examines three cases in which students appeared to resist interaction and communication with their peers. Contains 11 references. (ASK)

Two studies explored linguistic development in sign and speech of 10 youth (ages 12-16) with severe intellectual impairments who used manual signs (Makaton vocabulary) for communication. Analysis of semantic relations, lexical development, and word order suggested the children's language had not developed beyond mean length of utterance stage 1.…

Drawing on episodes of teacher-whole-class interaction collected during a collaborative action research project, shows that the same basic IRF structure can take a variety of forms and be recruited by teachers for a wide variety of functions, depending on the goal of the activity that the discourse serves to mediate and on the use that is made of…

Describes two class activities which used a computer software program to allow junior and senior high students to discuss and create on computers, electronically, in real time. Describes an online discussion in a large group, as well as a pairing activity in which two students worked together online to create an original poem. (SR)

Argues that there are potential benefits in incorporating computer-based text analyses into methods for researching talk and educational activity in classrooms. Discusses the strengths and weaknesses of some existing approaches to the study of talk and collaborative activity and suggests ways that computer-based analysis of transcribed talk can…