Observes two writing teachers, enthusiastic about computers, teaching for the first time in networked computer classrooms. Finds resistance to change attributable to unfamiliarity with hardware and software, the need to cope with print text and electronic text, and conflict between models of writing instruction brought to the facility and that…

Discusses a recent British project that aimed to incorporate sociolinguistic research into classroom procedures. One of the goals of the project was to enlist teachers and their students as researchers, to obtain systematic information on local dialect grammar. (39 references) (VWL)

Provides an overview of the theoretical basis and methods used for social studies classroom research. Suggests improvements in classroom climate constructs by integrating social studies literature and traditional classroom research approaches. Offers recommendations for improving future research. (SG)

Reviews research on (1) reader response theories; (2) innovative approaches to literature-based reading instruction; and (3) literary experiences and literary analysis presentations. Discusses teachers' concerns and success as they implement literature-based programs. Discusses challenges facing the literature-based reading revolution. (RS)

Schools can develop worker traits, behaviors, values, and attitudes in students by taking the view that school is a workplace and learners are workers. This concept involves analysis of classroom work functions and tasks, worker characteristics, physical demands, environmental conditions, and interest in, involvement in, and performance of work…

Describes the remedial reading instruction received by students in in-class or pull-out programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. Finds overall differences between what students experienced in each setting, although students received a great deal of skill-related…

Describes a classroom study which found that mixed-sex collaborative writing pairs can be used effectively in the classroom to help students bridge the gender gap in their own writing. (SR)

Discusses theoretical constructs defining intertextuality as a social construction. Presents a microanalysis of a first-grade reading lesson based on recent work applying interactional sociolinguistics to classrooms. Shows how teachers and students may use intertextuality to (1) define themselves and others; (2) form social groups; and (3)…

Defines vital whole-language components and then suggests how the clinical supervision preconference, data collection, and postconference cycle can be used to identify and analyze teacher concerns or questions. Discusses three data collection techniques appropriate for the whole-language classroom. (RS)

Discusses what the author learned about teaching the questioning process from a class of second graders when they elected to discuss a student-posed question that seemed nonsensical to the author. Shows that what adults think are good questions for discussion are not necessarily what children think will generate interesting and deep talk. (SR)

Describes beta tests conducted of three desktop video-conferencing systems that provide audio and video control and that transmit images of both the work and the participants. Describes the systems, relates how college students have used them, and lists social and technical factors to consider when structuring and maintaining distance-meeting…

Describes the thoughts of a secondary science teacher faced with the dilemmas experienced while teaching an environmental science class (n=15). Some of the dilemmas identified were the following: (1) curriculum control and intellectual engagement; and (2) conflict confidence and successful discourse management. An implication of the work is that…

Describes how one teacher observed her students and tried to draw educational conclusions about their behavior. Gives particular attention to the reading habits of students and the ways one teacher tried to foster reading among students. Advocates teacher research as a way of raising awareness among teachers. (HB)

A middle school teacher reflects on her year-long experience of applying the Foxfire approach to a language arts class, on student successes and disappointments, and on the difficulties of carrying out meaningful research on this process. Student comments are included. (SV)

Two studies are reported: one in which case study, evaluation, and action research inquiries were done for students' theses; the other involving a collaborative action research project by the staff at one British school. The effects on participating teachers are reported. (24 references) (Author/LB)