Study of 91 elementary school pupils indicates that in regular classroom situations spelling proficiency can be increased through the use of material and social reinforcement. (Author)

Having kindergarten children use familiar play objects can serve the needs of the children and the goals of the teacher. Findings showed that, in addition to promoting interaction among children, play materials in kindergarten classrooms also embody institutional messages and facilitate socialization. (AM)

To illustrate the principles of partial specification in writing research, six emerging paradigms of writing research are considered. It is shown that each of these paradigms makes contradictory claims as to what constitutes the principal causative context of classroom writing competence. The sociopolitical implications for these paradigms are…

Data on teacher-initiated conversations with students revealed the average pattern was approximately two-thirds student interchange and one-third class interchange. Interchanges decreased as the day progressed. Junior high school teachers were more active in verbal interchange with students than elementary teachers were in another study. (MLF)

Discusses how to promote professional growth for teachers who will be working in the same school for decades. A clinical approach for teacher development which encourages self-awareness of teaching behavior is described. This approach helps teachers to experimentally test their beliefs about their own teaching in their classrooms. (AM)

Presents an annotated bibliography of ERIC resources on the following topics: teacher communication; research on classroom interaction; using systematic observations to improve teaching; different systems of classroom observations; and research on classroom observation techniques. (PD)

Discusses and explains experimental validity, including both internal and external validity, in terms that a classroom teacher can understand and use in his own research. (CK)

Classroom observation of reading and social studies instruction shows that little attention is given to teaching comprehension. Teachers are mentioners, assignment-givers, and interrogators. (Author/MLF)

The relationship between class size and school achievement is investigated in this "meta-analysis" of the class size literature. In addition, some methodological considerations of meta-analysis are discussed. (JKS)

The rationale for preschool mainstreaming and observations of an integrated classroom are presented. Eight effects of integration are listed, including that special teaching is required to facilitate cross peer interaction and that children seem to prefer to play with children on a similar developmental level. (PHR)

Investigates the effectiveness of literature study groups with preservice teachers enrolled in a course on social foundations of American education. Describes introducing and using literature study groups in this class. Shows that 62% most liked "input from others"; 58% valued "gaining a variety of perspectives"; and 75%…

Compares writing products of 60 third-grade students who drew before writing a story to writing products of 59 students who wrote without drawing. Finds that students who drew produced more words and overall wrote better than nondrawers. Notes that results were consistent for boys and girls regardless of group membership. (PA)

Notes that a premium has been placed on written composition in American schools. Discusses classroom research that demonstrates the power of oral composition. Suggests that to help all children become better composers, educators must involve them in authentic oral, as well as written, composition. (SR)

Claims that what matters in classroom writing instruction is an authentic, supportive audience. Shares results from a study of a combined grades 5-6 classroom. Finds that students felt successful as writers when peers evaluated their prose positively. States that the students' knowledge that their writing evoked emotional response from their peers…