Examines the observations of student teachers and cooperating teachers about spelling instruction in literature-based process-centered classrooms. Finds that the majority of teachers rely on single classroom lists of spelling words to teach spelling. Offers four research-based recommendations for spelling instruction. (RS)

Presents the views of four college English teachers on Joseph Harris' article on the Dartmouth Seminar published in the October 1991 issue of this journal. Notes that the seminar represented a moment in which the conflicts that define English studies were dramatized with unusual clarity. (RS)

Reviews models of learning style, cognitive style, and thinking style and makes recommendations: (1) style preferences are not unchangeable; (2) style refers to learner actions not ability; (3) learning should be considered broader than cognitive achievement; and (4) teachers should adopt a bilateral approach to influencing student actions. (SK)

Resolutions at recent National League for Nursing conventions concern the enhancement of caring practices through development of faculty-student relationships. Individual, classroom, and instructional strategies for achieving educational equity will ensure that all students are treated fairly. (SK)

Describes a teacher's journey toward creating authentic assessment and how it matches the instruction in her classroom. Suggests that the process of documenting the students' stories about learning and reflecting upon them has the potential to solve some of the difficulties with testing, evaluation, and assessment. (RS)

Outlines the Conversational Discussion Group framework, an approach to help teachers shift from traditional, teacher-led discussions to peer discussions about literature. Discusses several questions that teachers ask as they make this shift from centralized discussion structures. (SR)

Examines elementary, middle, and high school teachers' evaluations of the desirability, feasibility, and use of textbook adaptations in their classrooms. Finds that teachers valued teacher textbook adaptations and implemented a variety of adaptations, at least to a moderate degree. (SR)

Presents effective techniques for leading productive classroom discussions, noting that the techniques increase teachers' and students' abilities to speak and listen. Discusses creating a supportive classroom climate, including all students, and using instructional language. (SR)

Examines the relationship of student questions to teacher comments in college classrooms across the university. Finds 6 categories of student questions (with an average of 3.6 student questions asked per hour of instruction), 8 categories of antecedent teacher comments, and 7 categories of consequent teacher comment. Considers explanations and…

Discusses how four teachers with similar beliefs teaching at two different schools catering to radically different school populations altered their teaching practice to fit the specific culture of their school. Reviews existing research on theory practice relationship and calls for further research on the role of classroom context. (RS)

Twelve adults were asked to teach four pairs of preschool children in which one member of the pair exhibited problem behavior. Results indicated that the adults engaged in teaching activities with nonproblem children more often than with problem children. When an adult worked with a problem child, the breadth of instruction was more limited.…

Finds that choices instructors make about reading assignments and classroom activities can influence the way students use their composition handbooks, encouraging or discouraging certain behaviors. (SR)

Theories may fail to explain or predict outcomes of educational programs because outcomes are influenced by variations in educators' behavior and attitudes during program implementation. A theory-oriented evaluation approach includes reflection by educators on their personal and professional theoretical patterns that shape their educational…

Finds that each of six kindergarten teachers had a distinctive storybook reading style, varying in each of three major facets of style: focus of teacher talk during reading, type of information talked about during the reading, and instructional strategies used. (SR)

Examines the ways in which writing teachers present themselves in a virtual classroom--a computer networked first-year composition classroom. Discusses how the teachers' online presence relate to their off-line, "live" presence. Suggests that differences among teacher are more important than similarities. (RS)