Contains the following articles to help teachers support children's imagination: (1) "Time, Trust, and Tools: Opening Doors to Imagination for All Children" (Kirsten Haugen); (2) "The Connection between Play and Character" (David Elkind); (3) "Magnets Can Dance and Vanilla Smells Warm" (Alison Lutton); and (4)…

Focuses on the reading status of a student ("at risk" for reading failure) in an ethnographic case study. Examines data collected over three months using a constant comparison method of analysis resulting in a narrative description of the classroom context. Shows reading-related, student, and teacher factors interacted to shape and…

Reviews definitions of caring and describes a model of a caring professor, outlining the benefits, limitations, and other consequences of this approach to teaching. Argues that caring encourages student growth and learning and creates a safe environment for risk-taking. Provides suggestions for creating supportive postsecondary classroom…

Examines educational activities in terms of authentic, developmentally appropriate practices. Suggests that authentic experiences are closer to being true than false in nature; a real thing rather than a replica; characterized by honesty; and richer, wider, deeper than a synthetic counterpart. Authentic experiences feel right and evoke feeling.…

Examines contextual factors that influence what students deem interesting and important by examining what teachers signal as interesting/important in their classroom discussions and assessments. Reveals that the valuing system within three classrooms varied in noticeable ways. Discusses similarities and differences between the value systems of the…

Tells a story that shows how a pedagogy based on a naive vision of care, one in which both collaborators are to treat each other with reciprocal integrity and compassion, can go awry. Offers three precautions that writing teachers can enact toward a more responsible pedagogy of collaboration. (TB)

Reflects on the author's training as a Reading Recovery teacher and examines her uneasy feelings about this highly acclaimed program. Notes that teachers do not have a voice in their training and that students do not have a voice in their Reading Recovery lessons. (SR)

Describes one teacher's change process as she moved from a formal list of spelling words to a more individualized program, focusing on high-frequency words, student ownership, and sound/spelling principles. Offers descriptions of her spelling program as well as seven selected journals entries to show what her spelling program looks like during a…

Data of reported cases of emotional abuse were collected from six Zimbabwe education offices and a questionnaire was administered to 150 primary school teacher trainees and 300 teachers. The majority of participants believe that shouting, scolding, use of vulgarities, humiliation, and negative labeling of pupils is done by female teachers.…

Explores associations among student perceptions of instructor aggressive communication, perceived understanding, instructor credibility, and instructor evaluations. Affirms the importance of instructor communication behaviors that facilitate understanding and allow students to communicate successfully with their instructors. Supports the notion…

Focuses on how to help young people cope with the terrorist attacks of September 11, 2001. Discusses the reactions of students and social studies teachers. Explores how to discuss the students' feelings about the events to help them cope. Includes a list of Web sites. (CMK)

Reports on a test of a psychological model of teacher-parent communication in primary schools in Hong Kong (China). Shows that teacher commitment and efficacy in working with parents have predictive power for teacher intentions; while teacher intentions, along with commitment, predict the time teachers spend communicating with parents. Includes…

Explored Greek secondary school teacher-student classroom interactions, examining links between teachers' classroom behavior and ideas about gender and, to some degree, life experiences. Results indicated that teachers behaved differently toward boys and girls. Teachers' lack of awareness of gender as an important factor in education and teachers'…

Presents a cross-cultural study of immediacy, with samples of students drawn from a university in the U.S. and a university in Kenya. Identifies positive relationships between verbal immediacy, nonverbal immediacy, credibility, and cognitive learning for both samples, further supporting research done in the U.S. and elsewhere suggesting that…

Reports on a study of teacher regulation of classroom activity and teacher-student behavior. Focuses on two types of regulatory strategies: (1) regulating the social structure of participation; and (2) regulating the content development and learning task. Identifies and analyzes the second type of strategy. Includes references. (CMK)