Reports part of larger study concerned with understanding learning as it emerges from enacted curriculum. Presents results of two studies on students' discourse about rotation phenomena with particular focus on the consistency of this talk across different phenomena. Concludes that only a minority of students provided adequate observational and…

Contrasts classroom discourse in one particular class with existing work which suggests that inquiry mathematics is something introduced by teachers and often met by resistance by children. Highlights the difficulties of categorizing children according to 'mathematical ability'. (MM)

Explores the less-studied subordinate concessive clauses in Spanish from a pragmalinguistic standpoint in mainly interactive contexts. Discusses the discursive dimension of the subjunctive consisting of the reformulation of a previously given context. (Author/VWL)

The national science standards, along with prominent researchers, call for increased focus on scientific argumentation in the classroom. Over the past decade, researchers have developed sophisticated online science learning environments to support these opportunities for scientific argumentation. Assessing the quality of dialogic argumentation,…

This paper examines the effectiveness of routinizing lexical phrases to a group of second language learners. A group of proficiency class students were drilled or routinized with semi-fixed and fixed phrases which are commonly used in problem-solving group discussion. Basic frequency counts and interview were carried out to see improvement in…

Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses. The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and…

This article highlights one strand of a study which investigated the concept of the violence-resilient school. In six inner-city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of…

This paper illustrates how the instructors in a professional development program for school and district administrators used a range of discursive moves to help administrators cultivate a different appreciation of mathematics classrooms, and learn to pay attention to different features of a mathematics lesson. The way in which the seminar was…

Responds to Charles Willard's critique (in a previous article in this issue) of the author's critical study of argument spheres. Argues that critical analysis is essential for generating a social theory of argumentation. Emphasizes the independence and integrity of the spheres project in arguing against Willard's various substitutions and…

Explores whether continuity or discontinuity is more appropriate to describe the particular relation between Aristotle's theory or rhetoric and Stuart Hall's ideology theory. Argues for inclusion of ideology theory within the rhetorical canon. Suggests that, if Aristotle's rhetorical theory belongs in the canon, Hall's theory also belongs because…

Explores a cultural image--how Canadians view themselves and their society--from an American immigrant's perspective. (RAE)

Argues that a new typology, based on the five modes of composition commonly used in rhetorical studies (description, narration, argumentation, exposition, and criticism), provides a more definitive classification scheme for contemporary journalism than the old news/feature/editorial trichotomy. (SR)

Demonstrates a recent trend in rhetorical criticism which associates subjectivity with location. Develops the concept of "ethos" as a "site" and shows how recent feminist writers locate ethos at the margins of discourse. Suggests places where responsible writers negotiate and contract ethos. (HB)

Examines the fluctuating dialectic between object and method in three parts: (1) detailed reading of Herbert Wichelns' founding essay; (2) discussion of three influential responses to this dialectic by Ernest Wrage, Samuel Becker, and Edwin Black; and (3) analysis of Michael Leff's and Michael McGee's attempt to reconnect object and method. (KEH)

Responds to the essays and critiques in this special issue. Evaluates the arguments by Michael Leff and Michael McGee and suggests that choosing between them is not inevitable. Analyzes Dilip Gaonkar's appraisal of McGee and incorporates the observations of J. Robert Cox and Celeste Condit when discussing Leff's position. (KEH)