Used self-reports from teachers to compare indicators of school community in three whole-school dedicated magnets and four program-within-school magnets (with partial student participation) in the Nashville Metropolitan Public Schools. Whole-school magnets were characterized by higher levels of internal and external community. (Contains 36…

Suggests that out-of-class asynchronous computer conferencing can provide both teacher and students within literature classes with student responses to course materials, transforming courses concerned with developing critical and analytical thinking by heightening student interaction. Outlines the basic methods for establishing such an…

Provides one account of a "messy," critical research process, drawn from a dissertation project: a study of students' and teachers' responses within three university writing courses which were focused on "The American Experience" and which fulfilled the institution's diversity requirement. Aims to achieve some degree of…

Investigates young children's opportunities to socially construct literacy during "story extension time." Finds that story extension time afforded the children with occasions to accomplish key purposes of literacy development and construct concepts about literacy. Notes children took the following identifiable stances toward the tasks:…

Operating under the umbrella of the Santa Barbara County Education Office, the Beyond Tolerance Educational Center serves as a resource for educators. It provides county schools with information and programs that promote social awareness and tolerance while teaching kids the dangers of hatred and discrimination. (MLH)

Responds to an article in an earlier issue of this journal about using reading response in a college literature classroom. Argues that the use of reader-response theory with two-year college students requires some caution. (SR)

Presents several student responses to viewing a can-crushing demonstration in which a soda can containing a small amount of water was heated on a hot-plate to boil the water, removed from the heat, and sealed by inverting over a container of cold water. Students were given a quiz, made predictions, and explained what happened on a molecular level.…

Reports on how a teaching strategy called "schematisation of concepts" could influence the learning capability of upper junior high school students. Teaching was planned and implemented within the framework of environmental education. A water module was chosen for the teaching session. (Author/SAH)

Notes a growing concern among scholars and teachers interested in bringing diversity into the classroom of recognizing and valuing differing perspectives when raising volatile issues. Offers suggestions and examples of how teachers can use the larger corpus of young-adult literature to bridge the gap between interpretation and understanding. (RS)

Surveyed students about how "reaction cards" (index cards for student comments) affected their classes. Faculty also reported on card use. Found that students believed the cards had a positive impact on their classes by improving communication, increasing involvement, and improving their connection to material. There were also some negative…

Presents a method that involves the execution of a make-the-quiz exercise to inspire students to read for major facts and ideas in academic publications. Concludes that students take the instructor's perspective, internalize class performance standards, and hence voluntarily follow those standards in their attitudes and behavior toward learning…

Explores the significance of traditional music in today's Japanese society by centering on the activities of one high school teacher, Keikichi Noguchi, who has developed his own approach to music education. Presents the findings from a survey on students' reaction to the traditional music. Considers the future role of traditional music. (CMK)

Presents four teachers' reasons why they each favor teaching a particular novel. Discusses teaching "One Flew Over the Cuckoo's Nest" (Ken Kesey), "A Tree Grows in Brooklyn" (Betty Smith), "My Antonia" (Willa Cather), and "The Wave" (Tod Strasser). (NH)

Describes the symptoms of posttraumatic stress disorder in students. Suggests ways that teachers can help students cope with catastrophic events such as the September 11 terrorist attack on the World Trade Center and the Pentagon. (PKP)

Explores the consequences for children and teachers when a scripted literacy program eliminates time for thoughtfulness. Examines some implicit and explicit expectations of children's talk during read-aloud time by sharing a study of response conducted in a multiethnic, primary grade classroom. (SG)