Suggests that instead of thinking about literacy as an entity, thinking about literacy as social practice can be revolutionary. Argues that rather than think in terms of phonics, spelling, and grammar, it is helpful to think about what kinds of literacy one needs in order to read things critically. Discusses multiple literacies, literacy as a…

Historical inquiry in adult education is tangled up with contemporary debates about the nature of the field as a discipline. The problem of object and the problem of usability must be considered for historical insights to inform the field. (SK)

Discusses the kind of rhetorical questions that convey opposite assertive meanings, as in "who cares?" which imparts the meaning of nobody cares. For Chinese learning, rhetorical questions usually carry extra attitudinal meanings that their equivalent declaratives may not have. (Contains 13 references.) (JP)

Describes how two teachers developed an inquiry learning and teaching approach called KWLQ in which students recorded their prior knowledge, formulated questions, searched for answers, and finally noted more questions for further study. Describes how they used this approach in inquiry units in kindergarten, second-grade, and fifth-grade classes.…

Examines the nature of discourse in which students talk with each other about what they think. Analyzes student-generated inquiry discussions in which students engage in extended student-student interactions without much intervention from the researcher. (Author/CCM)

Conducted an exploratory survey of 310 educators to investigate the variables that best predict educators' attitudes toward systematic inquiry in schools. Significant proportions of the variance in the dependent variables were explained by prior participation in research and personal teacher efficacy. Identifies other factors with modest…

Introduces a format for inquiry that uses a question wheel and allows students to ask questions driven by their curiosity. Explains an activity that relates to a chromatography experiment. (YDS)

Teacher use questioning techniques to evaluate students' learning, check class work and homework, review and summarize lessons, and motivate students to pay attention, learn, develop thinking skills, and investigate independently. Teachers often overestimate the value of such questions. Asking thought-provoking questions and waiting for answers…

Proposes that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry-based science as well as student learning included in the design and implementation of inquiry-based curriculum. Suggests that particular attention be paid to research on inquiry in diverse classrooms and to modes of inquiry-based…

Focuses on a small group of middle school students as they develop understanding of emergent systems, which are notable in that macro-level properties emerge as the result of micro-level interactions between system components. Describes students' initial understanding of emergent systems as well as their thinking. (Contains 35 references.)…

Explains a study that assesses students' ideas about animals. Evaluates textbooks and trade books according to the identifications and words they use. Discusses student responses from different grade levels on the classification of animals and identifying what is an animal. Summarizes the results of the study and makes recommendations on the…

Places manuscripts on female superintendencies within the historical context of feminist scholarship and highlights contributions to promising research directions. The first research stage provided descriptive information on women's underrepresentation. Subsequent stages chronicled noteworthy women superintendents' lives, explored barriers, and…

Presents a strategy for teaching anatomy to middle school students. Recommends teaching about an organism's niche and ability to make connections between structure and function rather than using standard anatomy lessons. (YDS)

Describes ways to improve organizational learning for problem solving using advocacy and inquiry. Presents the ladder of inference model and discusses ways to use case method and lecture/discussion to strengthen collective learning. (SK)

Reports the results of research and development on a programmatic effort to change prospective teachers' preconceptions of teaching, learning, and pupils by participation in a learning system designed to promote learning interactions predicated by cultural-historical activity theory and mediated through computer technology and telecommunications.…