Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Argues that research in education has become a dead end. Agrees in the main with the article, but finds its view of criticism somewhat limited. Discusses the classroom itself as hypertext. (SR)

Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Argues that a "critical" approach to education should not be justified on an ambiguous relationship to art but that educational criticism is needed because meaningful descriptions are needed of what happens when teaching…

Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Invites the authors to address questions regarding the differences in purpose and commitments between art and science and the definition of educational criticism as a form of qualitative research. (SR)

Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Asks whether such criticism should count as research if it is not accompanied by a full demonstration of its consensual validation, structural corroboration, and by exploration of reasons why the critic gives a particular…

Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Argues that research and criticism should be viewed as different forms of inquiry leading to different kinds of understanding. Suggests adding another item, "validation of learning," to the list of criteria for…

Responds to points raised in five articles which responded to an article by these authors (Flinders and Eisner) in the same issue of this journal about educational criticism as a form of qualitative inquiry. (SR)

Describes teacher inquiry in the University of Georgia's National Reading Research Center's School Research Consortium (SRC). Discusses reasons to formalize the teaching and reflecting process by conducting research, how SRC members are becoming researchers, and what impact SRC research is having. (SR)

Discusses the eight-month examination of interactive student-teacher journal entries of first-, third-, and fifth-grade Spanish-English bilingual classrooms. Concludes that students did not make a "transition" from native to second language, instead used a bilingual approach, shifting language in journal entries. Suggests mandatory…

States that talk in interaction is the prevailing form of instructional activity. Claims that an understanding of the interactional practices of reading and writing is necessary. Examines the practice of speaker turn design. Concludes by showing how this form of organization can be used in diagnosing problems that students encounter in solving…

After reviewing units of discourse analysis generally used by sociolinguists, this article reports on a study conducted in university English-as-a-Second-Language classes in Los Angeles to show differences between interactions in and outside of class and proposes a broader frame of analysis to include both the turn and the exchange systems. (CFM)

Finds, contrary to previous research on teacher nonverbal immediacy, that the variable has an inverted-U curvilinear relationship with cognitive, affective, and behavioral learning--in other words, moderately high teacher immediacy is more effective in helping students learn than either excessively high or low immediacy. (SR)

Finds significant correlation between student communication apprehension and student classroom apprehension. Reveals significant differences in classroom apprehension by class type, but no significant differences in communication apprehension by choice of occupation. Finds perceptions of academic performance negatively associated with classroom…

Describes a study of textbooks and classroom practice that examines how science is portrayed to high school students. Concludes there is an overemphasis of the factual base of science. Failure of teachers to characterize scientific knowledge as tentative, and scientific work as creative, are identified as problems. Suggests changes be made in…

Discusses the author's techniques of incorporating storytelling and playwriting in the early childhood classroom. Includes responses to questions concerning her pioneering research on storytelling in the classroom. (RS)

Presents an interview with Linda Flower, discussing her research on the cognitive processes of student writers and on collaborative planning, and the place of composition research in the university. (SR)