Proposes a strategy for using technology in preparing students for democratic citizenship by using it to reallocate limited classroom time. Argues that the strategy also multiplies students' opportunities to participate in thoughtful activities and discussion, to gain exposure to the views of peers, and to challenge and defend their ideas. (DSK)

A second-grade teacher conducted a study aimed at raising students' abilities to use certain strategies (predicting, questioning, and connecting to text) and at increasing their enthusiasm for reading via literature circles (book discussion groups). Test and rubric results, survey responses, and interview comments affirm literature circles' value.…

Explores numerous procedures to evaluate a pupil's reading achievement. Discusses different evaluation methods including criterion-referenced tests; contextualism in reading; discussions in the reading curriculum; conferences with pupils; and using portfolios. Concludes that the best objectives, learning opportunities, appraisal procedures, and an…

Focuses on the relations that could exist between the degree to which a referent is open to discussion, and the production of elaborated argumentative discourse as a function of age. Finds that topics with a clear, socially-defined "correct" position elicited fewer and less nuanced arguments than topics without strong social constraints.…

Many current criticisms of literature-based curriculum revolve around the use of balance in literacy instruction. This paper challenges these criticisms by sharing a personal history and proposing a curricular framework that provides an alternative view of balance, particularly in relation to the role of guided reading and literature discussion…

Describes how an inquiry-based science project on the life cycle of butterflies provided a developmentally appropriate learning experience in a first and second grade multiage classroom. Maintains that the critical exchange of ideas among students made students' thinking available for inspection, and allowed students to use their talk as a tool…

Offers eight short essays written by English teachers recommending nonfiction books that they use successfully in their high-school classrooms to grab students' interest, to provoke lively discussions, and to offer refreshing models for student writing. (SR)

Describes how the author implemented an online discussion group in his university English as a foreign language classroom. Notes that students benefit in many ways: they share experiences and learn from others, practice writing skills, and create a more interactive environment in and out of the classroom. (SR)

Suggests five activities for the college classroom to stimulate discussion when students report results of small- group discussions to the class as a whole. The activities "newsprint dialogue," rotating small-group stations, "snowballing,""cocktail party," and "jigsaw" stress maximum student participation, interaction, and intellectual engagement.…

Describes "assigned conversations," a technique for inducing focused study of reading assignments outside of class by using them to structure cooperative learning in class. Individual students take responsibility for leading a class conversation about a portion of text. Application with both large and small classes indicated the method increases…

Describes teaching methods that promote reflexivity, a practice of observing and locating one's self as a knower within certain cultural and sociohistorical contexts, in order to open up the classroom for all students. Provides seven strategies that each incorporate reflexivity within a course, such as modeling and inviting speakers. (CMK)

Describes an instructional process used in a college developmental reading class (as well as with upper-level classes) that promotes the development of active, engaged readers who constructed meaning through social interaction with fellow classmates. Describes how this strategy was applied to segments of "Night" by Elie Wiesel. (SR)

Describes an approach to supporting student teacher belief change via self-regulation and metacognitive awareness. Study teams of Dutch student teachers worked in a self-regulated manner on problems they selected. When actively involved in inquiry-oriented and reflective learning and encouraged to discuss and exchange thoughts, they became…

Presents suggestions for the implementation of focus groups among Latino farmworkers in the United States. Recommendations are based on a study of risk factors for HIV and AIDS among Latino farmworkers. They center on group membership, facilitation, and the focus group process. (SLD)

Explores the responses of primary school groups to animal exhibits. Data obtained from analysis of the content of conversation suggest more similarities than differences by gender. Contains 24 references. (DDR)