Contends that educators and caregivers are still constrained in relationships with parents, respond with resentment and stonewalling when parents express uneasiness about pedagogical practices, and too frequently treat parents and children from other cultures differently. Suggests that true dialog may transform practitioners as educators, children…

This study investigated the effect of extended wait-time versus short wait-time on ninth graders' academic achievement, as well as on gender equity and student attitudes toward a course. Surveys indicated students with more wait-time had greater gain in academic achievement. Females received longer wait-time in both experimental and control…

The effects of peer coaching on teachers' acclimation of an integrated instructional approach was investigated, with emphasis on the impact on teacher and student outcomes. Elementary teachers planned and conducted activities alone, then with peer coaches, then alone. More procedural changes occurred during peer coaching than in the initial…

An ethnographic study and discourse analysis examined how a third-grade bilingual teacher in a dual-language immersion classroom used her teacher-talk to provide support for her students' learning in sociocultural, linguistic, cognitive, and academic areas. All areas of support were closely interrelated in her teaching, and all were necessary to…

Presents information gathered from teachers regarding diagnostic and corrective reading instruction. Finds current practices consistent with the increasing number of competency-based curricula. Notes that assessment instruments and instructional materials which reflect interactive reading processes are not readily available. (RS)

Examined student behaviors during laboratory activities and the amount of time involved in each behavior. Approximately 89 percent of the student time was spent interacting with others. The amount of time spent on various activities appeared to be dependent on the nature of the activity and on the make up of the laboratory group. (YP)

Describes the types of violence found in school and classroom contexts and recommends guidelines to form proactive and reactive strategies for teachers and administrators. Demonstrates the language for rules to establish order and deter violence and to use with students exhibiting violent behavior. (FMW)

Describes 12 ways in which early childhood educators can actively display their respect to children. (BB)

Reports on a study of the impact of group work with computers on male and female interaction in two classes of 9 to 10-year-old British students. Addresses concerns that, despite teachers' sensitivity to gender issues, expected benefits of intervention do not occur. Recommends increased emphasis on collaborative group work. (CFR)

To eliminate gender-based inequities, physical educators must use inclusive teaching behaviors and effective management and instructional strategies. The article discusses gender discrimination in physical education as a socially constructed issue, explaining the reasons that inequities in instruction, participation, and opportunities persist.…

Twelve First-Nations teacher-education students at the University of British Columbia were interviewed concerning experiences in anthropology classes. Students were disturbed by instructors' authoritative presentations of First Nations issues, presentations that did not correspond with students' knowledge and experience. Analyzes the process of…

Contends that imagination and creativity go hand in hand and that creativity can and must be cultivated among students at all levels of education. Presents a classroom approach where students are the experts on a variety of global issues and projects. Includes 7 tables illustrating the approach and 21 descriptions of student roles. (CFR)

Asserts that one of the most important goals of education should be to help students become responsible citizens who want to be informed about contemporary events. Recommends instructional techniques and current event issues to encourage student curiosity and involvement. Includes an annotated listing of teacher resources. (CFR)

Reports on a study of the social construction of gender differences in classroom interactions during the first five years of a former women's college's transition to coeducation. Finds that the classroom interaction patterns of male and female professors and students were altered considerably by the transition. (CFR)

Presents results of a case study to examine an elementary school teacher's transition from a teacher-as-dispenser and student-as-receiver view of learning to a teacher-as-provider and student-as-information-gatherer, processor, and constructor view of learning. Chronicles the transition in four stages. (20 references) (MDH)