Discusses three constructs--subject, purpose, and frame--and how they can be used to analyze and characterize the quality of students' mathematics classroom discussion in terms of the mathematics learning potential that those discussions provide. (Contains 17 references.) (Author/ASK)

Describes a discussion format called Collaborative Reasoning, part of a literature-based reading program in which students discuss a central question about a story they have read. Discusses the background of Collaborative Reasoning, its discussion framework, and instructional moves that support the development of reasoning. Notes the high rate of…

Argues that peer evaluation can work effectively if the teacher realizes that success should be measured more in long-term, cumulative benefits than in the immediate success or failure. Uses a fictitious scenario involving a teacher's first efforts at peer editing to make the above point. (TB)

Compares the effectiveness of traditional lecture methods of instruction to group discussion methods of instruction in developing critical thinking. Finds no significant difference in the two instructional methods, but significant gains were found from the pretest to the posttest for both instructional strategies. Concludes that face-to-face…

Illustrates how in one particular second-grade classroom students had opportunities for learning the academic and social content of literature while simultaneously engaging in the processes and practices of reading. Focuses on the kinds of opportunities offered to students in their involvement in Book Clubs and how those opportunities occur when…

Describes the Coordinated Resource Management (CRM) in the Classroom project, in which Wyoming high school students work on an authentic natural resource problem, using a decision-making process based on consensus to reach agreement on solutions to the problem. Notes implementation issues of professional development and support, and considers…

This reflective analysis of an online professional development event illustrates in three narratives and a meta-reflection how three practitioners negotiated the conceptual framework, the activity design, and the roles and presence of the two online facilitators. Authors show how they examined their experience and developed some insights into…

Investigated British teachers' use of an online discussion group over 2 years. Results indicate that, although the online forum was widely used as both an information and empathetic exchange resource, many claims of establishing collectively- focused virtual communities of teachers remain exaggerated, as the forum was limited by various caveats…

Describes in detail using three interactive teaching strategies that actively engage students in meaning construction and in developing comprehension strategies (K-W-L Plus, Directed Listening-Thinking Activity, and Discussion Web), with primary-grade readers, using three excellent children's books. (SR)

Explores what purposes literature circles serve for students and why they are positive components of literacy instruction. Discusses why literature circles are important, group size, texts to use, how students prepare for literature circles, and how to make adjustments for struggling readers. Includes a 13-item list of resources. (SR)

Discusses scientific ethics and gives examples of moral rights and wrongs. First published in 1991. (YDS)

Discusses "Philosophy for Children," a K-12 curriculum employing a pedagogy called the "community of inquiry." Discusses thinking and democracy; cognition in the classroom; teaching distributed thinking (text-as-model); promoting discussion and a community of inquiry; learning to do philosophy; philosophy and judgment; and the…

Considers how many educators believe that teaching an integrated curriculum should help students develop cross-curricular connections. Notes that students often do not make connections between subject areas even when they are in classrooms with integrated units. Presents a strategy called Brain Surfing that teachers can use to facilitate…

Describes an audiobook discussion group that these three Berkeley High School students helped start for English language learners. Relates their experiences in going to the American Library Association Annual Conference in San Francisco to give a presentation to the Young Adult Library Services Association about the discussion group. (LRW)

Proposes that responsible reading and literary criticism must begin with an understanding that communicating with language--and particularly with the language found in literary text--poses many challenges, and that the art of literary interpretation must always be informed with a deep respect for the complexities posed by language, culture, and…