Examines factors contributing to or interfering with the negotiation of meaning between non-English-speaking pupils and English-speaking teachers and peers. Proposes a model of interpretive processing with three hierarchically interrelated levels. Finds that, in certain situations, shared background knowledge is both necessary and sufficient for…

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 a lively discussion of "The Joy Luck Club" in a tenth-grade literature class, fostering awareness of cultural diversity 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" or "excellent." Describes how three very different students, in a course on the cultures of women of color, moved beyond comfort zones while working together on a class…

Finds that a sixth-grade literature discussion group composed of more able readers constructed a conversation in which students participated eagerly and valued each other's contributions, whereas the group of less able readers constructed a more teacher-dominated activity in which students seemed reluctant to participate voluntarily, display their…

Inclusion of race-related content in a college course identified three sources of resistance to learning about racism: race as taboo topic; myth of meritocracy; and denial of personal connection to racism. Strategies for reducing resistance include a safe classroom climate; opportunity for self-generated knowledge; model of racial identity…

In 24 third and sixth grade classrooms, 78 percent of instructional time involved quiet work or teacher talking, whereas 1 percent involved brainstorming, discussion, oral problem solving, and role playing combined. Talk structures were affected by subject and teacher sex but not by grade or teacher experience. Contains 71 references. (Author/SV)

Uses data from an ethnographic study of Mexicanos and Anglos in south Texas society and schools to formulate a performance perspective of cultural reproduction and resistance. Examines ethnic and class differences in classroom "making-out" games and the role of pop-culture practices among youth in reproducing class and gender inequities.…

Examines the relationship among perceptions of elementary and secondary teachers' selected communication behaviors and supervisors' evaluations of the teachers' effectiveness. Finds that teachers' willingness to communicate, nonverbal immediacy, and communication competence are predictive of supervisors' evaluation of students' learning and…

Investigates the congruence between student and teacher perceptions of teacher immediacy and classroom learning outcomes. Finds a high level of agreement in reports of immediacy and learning among students in intact classes. Suggests that teachers are able to monitor both the process and product components of the instructional process-product…

Offers six axioms of instruction to foster rich collaborative discussion. Illustrates their use in four middle school science classrooms, showing how teachers and students read, searched text, and engaged in productive classroom talk about solving real health problems. (SR)

Reviews selected studies on cultural variation of classroom discourse. Recommends principles for using authentic talk and literacy instruction in culturally diverse schools. (SR)

Uses ancient Egyptian numeration system in a new setting to extend the concepts of base, place value, and correspondence. Discusses similarities and differences between the Egyptian and decimal systems. Students are asked to propose changes to make the Egyptian system easier. (LDR)

Presents an approach to analyzing classroom talk that sheds light on the intellectual work of the classroom. Analyzes the teaching-learning interaction in a ninth-grade English classroom where a writing lesson was being undertaken. (HB)

Discusses integration of Lev Vygotsky's theory of the Zone of Proximal Development (ZPD) with the instructional strategy of cooperative learning. ZPD provides a conceptual basis for explaining the five basic tenets of cooperative learning: positive interdependence; face-to-face interaction; individual accountability; small-group and interpersonal…

Investigates how teacher talk and social interaction influence children's discussions, by comparing the talk occurring within literature circles in fourth-grade classrooms where teachers were and were not present. Discusses the four roles teachers took (facilitators, participants, mediators, and active listeners). Notes strategies students used to…