Discusses ways in which a ninth grade advanced placement English teacher adapted her teaching methods to an obviously talented writer. Notes that teacher and talented student have entered a new dimension, not only of ownership but of voice--the writing zone. (RS)

Examines how a teacher of a developmental writing course and a student who was a Vietnam War veteran organized ideas for an essay. Describes how the teacher composed a poem based on the student's experiences and shared it with him. (KEH)

Investigated implicit theories underlying classroom decisions of preschool, kindergarten, and first grade teachers. Suggested that diversity of teacher preparation programs, the personal nature of teaching, and isolation from colleagues might account for the variety of implicit theories held by teachers. (DE)

Describes the experiences of teachers (n=7) and science-oriented experts (n=20) involved in the Elementary Science Integration Project designed to promote science as central to cross-curricular studies. Results revealed the influence of teachers' scholarly and pedagogical orientations on the way they think about science-language-arts connections.…

Respecting students as citizens in the classroom can foster a sense of responsibility applicable beyond school life. Teachers can facilitate this by helping children see purpose and meaning in performing classroom chores. Developing a job chart can help children understand what needs to be done and give them a chance to select their…

Suggests that educators not lose sight of issues of pedagogy in responding to serious problems such as school violence, school finance, and school quality. Suggests that teachers need to remind themselves of the appreciation, excitement, and value they place upon their self-chosen discipline so that they may convey that excitement to their…

Discusses research that shows schools are falling short of the goal of preparing girls for self-sufficiency. Examines the factors that contribute to girls' lack of achievement and concentrates on differences in how educators treat girls and boys. (LZ)

Examines a variety of individual differences that may influence how students report their instructor's immediacy behaviors. Presents results from four studies, concluding that the individual differences examined do not influence the reporting of immediacy. Provides support for the use of student reports to measure teacher immediacy. (SR)

Finds that teaching assistant argumentativeness was positively correlated with overall power use, and with use of referent and expert power. Shows significant differences between high and low argumentatives for overall power use, and for referent and expert power. (SR)

Discusses the importance of establishing early with a new class the routines and associated rules that the teacher wants to use. Discusses attending to cultural differences, and the consequences of inadequately established routines. (SR)

Discusses a teacher in the middle of completely changing the way she teaches drama and beginning again--by having children teach her. Summarizes what she has learned so far about child-centered drama leadership. (RS)

Finds that elementary teachers varied in their philosophy of teaching within each school and within each grade level across schools. (SR)

Gentle teaching, empowering children growing up amid poverty and violence, is the only alternative to ineffective coercive teaching. "Decent" teachers are not judgmental, moralistic, or easily shocked; they listen, recognize their biases, are culturally competent, and do not seek to fulfill power needs. (SK)

Discusses a classroom where children from many cultures use talk to share and discover the "big" questions in their lives and where the teacher discovers what the critical issues for her and her students really are. (RS)

Offers ways to teach students to understand and appreciate stories not just for their plots but for their stylistic features. Suggests that teachers demonstrate alternatives by rewriting passages in ways different from those chosen by the author, and asking students to describe the differences. Includes classroom examples. (PRA)