Describes a medieval history access course at the University of Glasgow (Scotland) in which non-traditional teaching methods were used, specifically collaborative group work and embedded rhetorical training for essay writing. Questions the idea of discipline-specific pedagogical practice. (Author/DB)

Argues that appropriate use of technology lies in supplemental instruction intended to complement classroom activities, not replace them. Favors the use of inquiry, discussions, and cooperative learning methods in higher education. (Contains 53 references.) (ASK)

Articulates how the term "community" has been used to identify, describe, and construct online contexts and groups--online communities. Discusses how one particular online discussion group, SpreadNet, attempts to socially construct and negotiate the meaning of the term and how such negotiation influences the (inter)actions, values, and social…

Discussion of the Internet focuses on the role of social presence and its relation to feelings of isolation and connectedness in asynchronous online discussions in higher education. Examines the participation of teachers and students in building a community of learners, and the dilemma of too much or too little social interaction. (Author/LRW)

Presents an instructional resource where upper elementary, middle, and high school students can explore the photographs of Tseng Kwong Chi to understand the idea of truthfulness and the artistic nature of photographs. Offers background information on Chi and his vision. Includes strategies for examining and discussing the photographs. (CMK)

Discusses how a networked classroom environment--either to supplement or to replace traditional face-to-face class discussion--offers English teachers opportunities that can help make class discussion more engaging, more worthwhile, and significantly more effective as a teaching tool. Considers how to use new technology in the classroom to enhance…

Discusses issues in designing orientation for university students in online programs and presents strategies used in Internet-based courses at the University of Illinois, Urbana-Champaign. Topics include distance education; social interaction; cultural sensitivity; electronic discussion; faculty participation; and face-to-face orientation versus…

Presents suggestions for teaching "Year of Impossible Goodbyes" as part of a thematic unit on World War II. Includes pre-reading activities, response journal topics, discussion and essay questions, and related teaching ideas. Concludes that students will enjoy the book, which bears witness to the plight of a people and provides an uplifting…

Describes how a high school social studies teacher used an online threaded discussion forum in his classes. Describes integrating the forum into classroom practice. Notes that nearly half of the students surveyed actively used the forum, even though participation was optional; and that 73% reported that it aided their understanding of concepts…

A student-centered learning model for a course on information systems project management consisted of individual study and group discussion with facilitator guidance. Data from session records, repertory grids, and a learning network diagram showed that interactive learning was more effective and students took responsibility, although some…

Looks at the notion of the democratic public sphere as a useful construct for collaborative practices in portfolio classrooms. Describes the author's efforts to foster democratic participation by situating portfolio talk and assessment within the public space of one developmental writing classroom. Describes conflicts unseen until the end of the…

Interviews 6 high school social studies teachers. Discusses findings regarding 5 factors that influence teachers' uses of different conceptions of discussion: student diversity, lesson objectives, age and maturity of students, sense of community in the classroom, and students' interest level. Notes implications regarding students' influence on…

Stresses the importance for teachers to analyze their Intelligent Questioning (IQ) and Responding to Answers (RSA) scores. Provides three methods for measuring IQ and RSA: Flowchart for Asking Effective Questions, Questioning Observation form, and Flanders Technique of Interaction Analysis. Contends that by improving these teaching skills,…

Presents a simulation exercise that was used to teach undergraduate students about professional ethics standards. Students participate on a mock institutional review board and formulate decisions about hypothetical research projects. Summarizes three projects and discusses the students' reaction to each. (CMK)

Responds to "Rethinking the Graduate Seminar." Addresses topics such as the many styles of teaching in graduate seminars, the role of the instructor, the graduate seminar as part of professional socialization, and socialization for the teacher. Provides suggestions on the article's ideas for dealing with discussion. (CMK)