Examines the causes of student passivity in social studies classes. The need for more classroom discourse and free-flowing, critical inquiry into controversies is stressed. Strategies for improving classroom conditions to promote discourse are described. (AM)

Addresses the problem of providing individualized attention in classes which, because of fiscal restraints, have 30 to 40 students. Presents five suggestions for the improved apportionment of the teacher's time through the use of learning lab materials and paraprofessional aides. Discusses the effectiveness of the lecture-reading-discussion…

Because of repeated conflicts between immigrant and local Filipinos in Hawaii's schools, the Kabataan project was implemented to create an ongoing dialogue between the academic and Filipino communities. This project description, part of a theme issue on community education, includes a summary of the input by Filipino parents. (SJL)

Describes a classroom technique designed to inject an interactive discussion framework into the classroom and to focus students' attention on reading and absorbing information from a textbook. (DDR)

One college history teacher finds lively and constructive classroom discussion in a survey course is primarily a result of the teacher's attitudes toward and assumptions about students. The teacher must create a safe atmosphere in which students can speak, and be direct and respectful with students, which clears the classroom of anxiety and…

After discussing educators' changing roles in U.S. society, this paper encourages teacher educators to guide students' professional development through classroom environments that nurture students' minds, souls, and values. The paper examines how to engage preservice teachers in dialogs about values, identities, and conflicts, challenging them to…

Discusses Louis Ormont's theory of group experience and the effectiveness of the Group Meeting and Triad Resolutions processes--part of his Group Process--in modifying the behavior of kindergartners. Suggests that children learn to take charge of their own behavior and are strengthened by feelings of group membership and personal empowerment.…

Explores what focus groups are, how they have been utilized by researchers, and some of the practical and theoretical implications for incorporating focus groups in the design of educational research. Includes verbatim transcripts from interviews and specific examples of various focus groups. (MJP)

Discusses effective use of teacher language in guiding children to interact verbally. Presents technique of repeating the last three words of a child utterance, followed by the word "and," which encourages children to continue talking. Suggests that coupled with positive body language and genuine interest, this technique supports verbal…

To examine classroom discussion, observations were made in 20 college classes and surveys were administered to 20 faculty and 579 students. Results indicate that little time was devoted to interaction and few students participated. However, teaching techniques (praise, probing for elaboration, accepting answers, repeating students' answers, using…

This study examined the effects of work with video-mediated cases on the meaning preservice teachers made of classroom teaching and learning vignettes. Analysis of interviews and discussions indicated that one-third of the topics discussed were adopted, transformed, or created by respondents for use in describing personal meaning making. (SM)

Presents strategies to create a classroom environment in which preservice teachers can break the taboo of silence and begin discussion of cultural diversity issues, drawing on faculty experience. A community atmosphere and mutual respect are key elements in encouraging open discussion. (SLD)

Discusses a language classroom that helps develop a vision for expanding intelligent behavior and reinventing language learning. The article encourages using the seven intelligences--verbal, musical, logical, spatial, kinesthetic, interpersonal, and intrapersonal--in problem situations and focusing on the varied approach to learning fostered by…

Discusses the need for preservice teachers to interact with students and describes the use of Web-based asynchronous discussion to increase the quality and quantity of English education initial licensure program students' interactions with middle school students during a practicum experience at the University of Minnesota. Topics include…

Provides an account of the perceptions and experiences of preservice teachers on the roles of their tutors in online discussions, based on a study at the National Institute of Education (Singapore). Reports results of a questionnaire survey, focus group interviews, and analyses of the discussion records. (Author/LRW)