Examines what happens when seventh-grade students share their personal reading with peers as "Reader of the Day," a way for them to define themselves publicly as they interact within the literacy community of the classroom. Discusses cultural value associated with "Reader of the Day," operations and task demands, and scripts for reader and…

Examines how children's written work is enhanced through "teachable" lessons, where the teacher draws attention explicitly to aspects of literary texts and where children explore and evaluate literature through group reading and discussion. Explores the relationship between group evaluations of texts and children's writing development with…

By leaving school and home routines behind, a group of Maine elementary teachers have found grant-funded summer retreats an excellent source of renewal. Teachers have a chance to pursue chosen professional activities, participate in data- driven conversations, and spend time together with no competing concerns. (MLH)

Describes research using an artificial intelligence approach in the application of a Kohonen Self-Organizing Map (SOM) to the problem of classification of electronic brainstorming output and an evaluation of the results. The graphical representation of textual data produced by the Kohonen SOM suggests many opportunities for improving information…

A study of interactions among 15 students in a computer-mediated graduate course found no sexist language or overt exclusionary behavior. However, women exercised less procedural leadership and influence on group products and had fewer productive contributions. (Author/SK)

Argues that English-as-a-Second-Language (ESL) teaching should begin with meaning through immersion in literature and incorporate language study. Describes offering an inclusive sampling of North American literature. Notes specific picture book, drama, short story, novel, and poetry titles. Discusses ways to meaningfully engage ESL students in…

Reports the findings of a study exploring how teachers manage a pervasive and disruptive classroom behavior known as talking out of turn. Shows that teachers use two main strategies, conversation and classroom talk, to manage classroom talk and that these strategies correlate with the frequency of talking out of turn. (DSK)

Uses literature discussion as a vehicle for encouraging fourth-grade students to reflect critically on injustice in their own lives. Notes that reflection is a basic skill and an important reading strategy all too often ignored or unacknowledged. Suggests that reflection is the very core of learning rather than an extra or supplementary reading…

Analyzed 5-year-olds' retellings of movie segments following discussions with their mothers. Found that quality of stories was better for children whose mothers used scaffolding strategies (e.g., prompting children's memories, extended exchanges on critical topics used by their mothers) than for children whose mothers used no such strategies or…

Suggests that it is easier to invigorate class discussion and stimulate critical thinking if students discover the constructed nature of the canon by first seeing that their notions about a "typical" Poe story have been shaped by an often invisible process of selection and exclusion. (SG)

Describes a study of undergraduates that examined the effects of the levels of learner self-direction on the interaction and satisfaction in Web-based discussion groups. Results of statistical analyses indicated that learner self-direction does have an effect on activities in online discussion. (Author/LRW)

Outlines certain ways that educators might remap certain assumptions about and discussions of pedagogy, focusing on the paradoxes of authority and power. Three sections present moments of theory and practice, examining excessive pedagogy, excessive writing, and excessive research. (SM)

The Front Range Critical Studies Group, comprised of four California State University teacher educators, aims to provide a scholarly, informal forum for interdisciplinary discussion of theoretical, political, and cultural issues. The group facilitates collegial scholar/student relationships, promotes enlightened discussion through lecture series…

Draws comparisons between children's and pre- and inservice teachers' responses to "Sarah, Plain and Tall." Finds that discussion played a formative role in shaping adults' responses to the book, the nature and direction of those responses, and their understanding of children's responses. Discusses implications for teachers to better understand…

Discusses conversation as a medium for school change, a way to build community, and as a means for designing new systems of learning. Examines the value of conversation and dialog, and suggests strategies for conversations that differ from traditional argument and debate. Notes that in design conversation, the group shares the responsibility for…