Exploration and comparison of the teaching and learning themes and strategies found in learning-oriented and work-oriented classrooms found that the former classrooms displayed a learning purpose, peer helping, self-evaluation, supportiveness of errors, endogenous lesson-introduction, fewer negative management situations, and teachers' beliefs in…

By not specifying what they will attend to, and by virtue of the relatively extended amount of time they devote to exploring their phenomena, qualitative inquirers have practically no limit to what they can uncover. This is illustrated through data on the role of ethnicity in an ethnically diverse high school. (Author/BJV)

Reacts to Frederick Burton's response (same issue) to her article on teachers as researchers. Emphasizes the value of collaborative research projects, the need for teacher researchers not to imitate the work of traditional researchers, and the use of local forums to give teacher researchers recognition. (RS)

Diaries kept by four teachers working on the same language program revealed themes about individuals, the whole group, methodology, and teacher roles. Two main diary styles and metacomments on this activity were revealed. Diary writing for classroom research and personal-professional development is discussed. (Contains 12 references.) (JP)

Examines how students in a bilingual third-grade classroom coconstruct knowledge through oral and written discourse. Explains that, by analyzing the various interactional patterns of the class, the multiple opportunities for learning become visible. Demonstrates how a group of students achieved the common task of writing a "planet story." (PA)

Fifteen students participated in a study designed to document the curriculum processes that influenced the meanings associated with the content studied by a secondary environmental science class. Uses entropy to illustrate what was learned about the curriculum processes that shaped the meaning of content in the science class studied. (ZWH)

Examines the roles and relationships involved as a first-grade teacher and her students built a classroom community that supported the children's acquisition of literacy. Shows how the teacher helped the children and how she got out of their way to allow them to take control of their own learning and curriculum. (SR)

Discusses the development and implementation of an approach to studying classroom practice called "video visits," used in a research project on portfolios. Casts light on specific information about portfolio use and considers the possibilities and potential of video visits as a research tool. Notes disparities and reinforcements between…

Reports a study of science classroom environments and student attitudes toward science. Cluster analysis of 27 high school science classes resulted in three clusters based on factors in the classroom environment. One cluster's classroom environment was significantly different from the others, and its students had more positive attitudes.…

Reviews studies on the effects of introducing word processing to basic writers. Presents the findings of an original pilot study which concludes that computer instruction causes basic students to write more. Suggests ways of improving instruction and obtaining more consistent results in future studies. (HB)

Explores the status of 183 elementary classroom libraries in Texas. Provides suggestions on how teachers can design excellent classroom libraries. Asserts that classroom libraries can promote voluntary reading. (PRA)

Presents the theoretical underpinnings of classroom climate, and discusses theoretical issues that should be considered when investigating the human activity of pedagogy within bilingual multicultural classroom climates. (35 references) (JL)

Describes a study in a fourth grade class which investigated students' reactions to the literacy program, providing the teacher with information regarding students' attitudes toward types of materials and specific strategies used. (SR)

Investigates the range of teacher behaviors students see as motivating and demotivating influences. Finds 20 categories of each, reflecting context factors, structure/format factors, and teacher behavior factors. Concludes that motivation is perceived as a student-owned state and lack of motivation as a teacher-owned problem. (SR)

Reexamines the notion of "teaching." Drawing on data from a range of classrooms, as well as from recently published teaching texts, particular attention is focused on the question: "What do we mean by teaching/instruction?" (eight references) (Author/JL)