Claims that encouraging children to act cooperatively instead of competitively can make learning a positive experience for the majority of students. Suggests activities which encourage this shift. (JK)

Discusses how conversation about AIDS affects the possibilities of developing a Christian sexual ethic. Examines how the AIDS crisis influences and directs discourse about sex and sexuality, arguing that although safe sex is a legitimate public health concern, it is not the same as a Christian sexual ethic. (GEA)

Describes how observation-writing (noncritical, written observations of a peer's writing) can be an effective technique for guiding student discussions in peer-response groups. (MM)

This study found, with respect to student performance on tests and levels of student satisfaction with introductory business courses, that there are no differences in terms of the teaching method used (i.e., lecture or discussion). (JOW)

Addresses two empirical issues: (1) what are the observed characteristics of student question-asking? and (2) under what conditions do students exhibit questioning behavior? Reports the results of a study of question-asking in 27 classrooms and examines the conditions of student questioning which are related to student training, curriculum…

Seminars, characterized by high level content, interaction, discussion, and individual study and research, are an effective instructional format for gifted and talented students. Examples of seven seminar programs at both elementary and high school levels are briefly described. Stressed is the importance of the proper physical and psychological…

Describes changes made in a general psychology course to encourage greater student responsibility, active participation, and critical thinking. Aims were accomplished by variety of techniques, including having students develop and discuss a list of expectations and responsibilities, requiring students to write their own examination questions, and…

Reciprocal teaching uses a structured discussion based on four strategies: questioning, summarizing, clarifying, and predicting. Suggestions are presented for teachers wishing to use this technique in their classrooms. (CB)

Presents a classroom exercise designed to illustrate the effects of structural social inequality. The exercise is based on a quiz in which students are divided into four groups and given different amounts of time to complete the test. The exercise demonstrates how high levels of determination and ability may be subordinated to the effects of…

Guidelines that teachers can use to motivate students to generate their own questions for classroom discussion or research are provided. Four general types of questions are identified and described, and specific do's and don'ts to help students become skilled at posing good questions are provided. (RM)

Results indicated that the moral discussion group had a significant impact on the moral reasoning ability of delinquent and predelinquent adolescents as compared with a placebo group and a control group. Findings also indicated that gains in moral reasoning do not necessarily lead to improved classroom behaviors. (Author/ABB)

Reports the results of an experiment which compared two types of cooperative learning with individual learning on short-term academic achievement of 84 third graders. Results showed that students of all ability levels achieved better under the two cooperative learning conditions than the individualistic conditions. Long-term retention showed…

Describes a means to achieve the basic goals of a psychology of women course through stimulating reading and examining book authors' feminist positions. Maintains this approach provides students with an intellectual, rather than emotional, examination of value-laden materials. Provides book titles and statistical data documenting effectiveness.…

Discusses teaching J. Austen's "Emma" in light of the issue of happiness in order to make the novel more interesting to students who do not like Emma, the character. Suggests that the multiplicity of questions raised by Austen will provide sufficient material for discussion. (SRT)

Reports a strategy for integrating questioning and essay writing in a course on personality. Students wrote sample essay questions which were then discussed and classified according to Bloom's taxonomy. Rough drafts of essays were discussed in small groups. Ninety percent of the students viewed these activities positively. (Author/JDH)