The purpose of this study was to explore the potential value of online video case discussions among preservice and inservice teachers, and the video case teacher as a tool for the professional development of teachers. Participants included a total of 26 preservice and inservice mathematics teachers and a veteran teacher who appeared on the video…

A team of secondary school language teachers and a teacher trainer developed a new method for Dutch writing instruction. The principles underlying the method were derived from insights regarding activating instruction and self-directed student learning. The development entailed two phases. In the first phase, the exploration of actual problems in…

Correction and repair as components of an instructional practice that facilitates learning have figured prominently in research on classroom-based second and foreign language learning. Recent studies incorporating a conversation analytic (CA) perspective on second language acquisition (SLA) have also focused on repair and correction. From a CA…

Ambiguity in group discussions as a resource for communication is studied. How students, aged 13-15 years, elaborate on the concept energy through dialogue is described. Group interviews were conducted with 15 hearing and 20 deaf students. Three probes were used to initiate discussions on different meanings of energy. The results show that the…

Purpose: Drawing from findings of a case study of inter-organisational collaboration, this paper aims to employ organisational theory to examine the potential learning that opens between educational organisations. The focus is discursive practices. Two questions guide the analysis. What (unique) practices are implicated in the "knotworking" of…

Independent writing is described as a time when students accomplish their own writing through the employment of knowledge and skills that have been the focus for previous instruction. Previous instruction is said to consist of modeling and guided activity where knowledge and skills required for independent writing are taught through social…

Research findings from a longitudinal, classroom-based study of Bachelor of Education students in Tasmania suggest that three dominant discourses of schooling are powerful shapers of pre-service teachers' pedagogical decisions in relation to the teaching of SOSE (studies of society and environment). These discourses appear to inform teaching…

Virtual schooling, or the practice of offering K-12 courses via distance technologies, has rapidly increased in popularity since its beginning in 1994. Although effective interaction with and support for students in these environments requires a unique set of skills and experiences, teacher education programs rarely include teaching and…

In this article, I present a qualitative analysis of third graders' experiences with a unit from their district-mandated commercial reading curriculum in which the children made strong connections between a fictional account of a Depression-era farm family's economic hardships and their own 21st century lives in a city with one of the highest…

Supports outlining as an invaluable tool for teaching students how to prepare to write on subjects of a logical nature and for analysis of writing of like kind. (RAE)

Explores the question of what makes a discourse classification useful or appealing to teachers and examines the rise, reign, and fall of the scheme using narration, description, exposition, and argument as the four modes of discourse. (RL)

Describes a story grammar, summarizes some results of story grammar research, and suggests instructional procedures for developing children's concept of story and story components. (FL)

Describes an exercise for counselor trainees that promotes counselor reflection on the counseling process. The exercise was introduced before, or concurrent with, skill development and required students to combine conversations and discourse analysis of their interaction with "clients." Methods of analysis are presented, along with…

Asserts that passive constructions are not the mark of flawed writing as many textbooks claim them to be but are instead frequent and effective stylistic variants. (RAE)

This article presents a theoretical consideration of the nature of classroom talk. It argues that traditional methods of instruction do not provide the conditions necessary to encourage pupils to think critically, and that a major reason for this is inappropriate discourse in schools. (JL)