In this paper, we consider our use of activity theory to examine empirical data from a study of reform in England--the implementation of the mathematics strand of the Key Stage 3 Strategy in two schools. Our concerns are largely methodological--we consider the aspects of reform that more traditional activity theory methods and foci were able to…

Seeks to appraise the present status of teacher expectation by posing the question, "Are we expecting too much of expectation?", and to locate the self-fulfilling prophecy--in all its variant forms--firmly within an interactionist framework. (Editor/RK)

Discusses the effectiveness and the history of a simplified teaching practice, microteaching, which is carried out under controlled conditions using sound and vision feedback to modify operant teacher behavior. (Author/RK)

Case study recordings of a science lesson are assessed to examine the role of talk in the learning process. Implications are raised for similar informal assessments by practicing teachers. (Author)

Research on gender differences in classroom interaction patterns is reviewed. The analysis of 24 Year 8 science lessons in Brisbane, Australia, indicates that the interaction patterns of girls are not significantly different from those of boys. Suggestions for future classroom interaction research based on more complex perspectives are proposed.…

The aim of this study was to observe the dynamics of a socio-psychological process, namely, cohesiveness, occurring among seven-year old pupils organised in groups of five engaged in an improvised drama activity. (Author/RK)