A format for a small-group teaching session is described that could be modified for any subject in a medical curriculum. The technique discussed uses subgroups and a simple recording chart that have been successful in teaching microbiology to medical students. (LBH)

Describes how a high school teacher organized a summer voluntary reading club with her students. Discusses the club's theoretical underpinnings and considers factors behind its success. Describes how she selected texts for the club. Describes members and meetings in detail, and notes how the clubs changed her teaching. Discusses the club's…

Presents exercises designed to make argument and discussion easier by situating them in institutional events where argument could be expected to happen: the governmental commission, the school board meeting, the congressional hearing. Shows how these imaginary places allow for creating three role play situations for different college classes. (PA)

Contains a number of short testimonials from writing educators about the value of computers. Discusses macros, key-word searching, cutting and pasting in electronic mail, online discussions, and the distance classroom. (TB)

Suggests as a read-aloud an entire novel that is particularly well suited for English-as-a-second-language (ESL) learners: "Grab Hands and Run," a story about a family living with and then fleeing from the dangerous situation in El Salvador. Identifies several brief passages in the book and presents each in relation to ESL issues. (SR)

Describes development of a rubric for assessing class discussion. Discusses procedures, student roles, and assessment in a "scored discussion." Notes that students find the process to be both demanding and informing. (RS)

Talks about how a teacher has changed her ideas over the course of her career and learned to grow with the times. Describes the process of professional growth and what is necessary for it to happen. (TB)

Describes a conversation among veteran women teachers exploring the people and experiences that have shaped their professional development and led them to become learners who continually reflect on and revise their practice. (TB)

Assessed college students' satisfaction with and participation in online discussions, examining the effectiveness of a simple strategy to enhance discussion relevance (renaming the discussion groups so that the titles made explicit connections to specific course assignments). Results found that students considered the online discussions somewhat…

Explains Philip Higgs' post modern pluralist thought by reaction to the monolithic rigidities of the decreed dogma of his country's (South Africa) past. Author argues that Higgs has overreacted and has become over tolerant of diversity of thought and that intellectual endeavors should be relativised to particular intellectual parochial…

Author argues that the philosophical movement known as postmodernism seriously undermined the notion that truth can be at all objective and that truth depends entirely on democratic consensus. Addresses Davon-Galle's criticism of the author's assertions and explains that the certainty that Davon-Galle seeks is not to be found in philosophy or any…

Discussion of networked learning environments and learner characteristics focuses on personality type as determined using the Myers Briggs Type Indicator. Investigates the relationship between personality type and student participation within a networked learning environment using asynchronous threaded discussion for a university course run both…

Discussion of computer mediated communication in higher education online learning focuses on a report of two cycles of action research into the use of online discussion forums to enable groups of students from different countries to collaborate with each other in achieving learning outcomes specific to each group. (Author/LRW)

Discusses the challenge of assessing collaborative work, such as literature circles. Suggests the best way to evaluate literature circles is a legitimate performance assessment created by the students. Concludes that the rubric-creating exercise itself is a review of good reading and discussion habits. (PM)

A taxonomy of types of faculty participation in online course discussions was developed and a survey of 18 online business instructors and administrators was used to develop expectations for type and number of feedback messages. Results were used to analyze business courses and develop guidelines for teachers' role. (Contains 13 references.) (SK)