Finds that a sixth-grade literature discussion group composed of more able readers constructed a conversation in which students participated eagerly and valued each other's contributions, whereas the group of less able readers constructed a more teacher-dominated activity in which students seemed reluctant to participate voluntarily, display their…

A three-phase reading strategy for students with learning disabilities is presented, involving students ask questions about a story, discussing criteria for types of questions (fact, inference, opinion), and label the questions; the teacher models the role of discussion leader; and the leadership role is turned over to the students. (JDD)

Discusses the Book Club program, one model for literature-based reading instruction which integrates reading, writing, student-led discussion groups, whole-class discussions, and instruction. Describes the Book Club as it developed in two classrooms and looks at students' discussions after their participation for one and two years. (SR)

Presents a summary of the International Reading Association's 1994 award-winning dissertation, which examines the role of sociocognitive conflict in peer-led and teacher-led discussions of literature. Finds that the two have distinctly different discourse related to sociocognitive conflict, also affecting internalization of the underlying…

A study evaluated the effectiveness of video instruction in teaching the meanings and uses of idioms to 20 deaf adolescents. Students improved their knowledge and use of idioms more when exposed to the video/discussion approach than to the lecture/discussion approach. (DB)

Discusses problems teaching counter-intuitive scientific concepts. Discusses implications for science instruction. Describes three activities that challenge students' misconceptions. (RS)

Inclusion of race-related content in a college course identified three sources of resistance to learning about racism: race as taboo topic; myth of meritocracy; and denial of personal connection to racism. Strategies for reducing resistance include a safe classroom climate; opportunity for self-generated knowledge; model of racial identity…

Concern circles provide a comfortable approach to classroom counseling. A first grade teacher describes how she provided a support network to deal with students' emotional concerns. The 15-minute sessions, held each morning, allowed the children to take a more active role in resolving their own conflicts. (SM)

A double procedure for meetings is proposed: one dealing with general administrative matters and the other with "free association of ideas" to solve problems. Examples of problem solving by mentors of gifted underachievers illustrate the approach. (DB)

Describes a lesson in which a game involving base-ten blocks is used to teach place value. Discusses four steps to promote successful lessons involving manipulative materials: (1) manipulative choice; (2) lesson preparation; (3) active student participation; and (4) process evaluation. (nine references) (MDH)

Discusses how a fourth-grade language arts teacher (who had moved from basal instruction to a program based on students' selection of literature) used "circle discussions" to satisfy, in part, the accountability concerns of parents and administrators. Notes that these discussions of literature among the students became an integral part…

Examines a fourth-grade teacher's interactions with a child, showing that actually allowing students to use their point of view when discussing literature is a real challenge that requires most classroom teachers to rethink their roles as readers and listeners. (RS)

The article describes a cooperative learning activity to help mildly handicapped students learn specific study strategies. The activity involves silent reading followed by small group discussion, generation of questions, answering the questions, and use of the student-generated questions on a follow-up exam. (DB)

Describes the frustrations and successes of seeking student accountability through the assessment of comprehension in literature discussions. Presents journal entries and discussions from three teachers. (MG)

It is proposed that case discussions focusing on teaching and learning experiences can be a useful vehicle for college faculty to explore teaching techniques. Cases can spark important conversation, recognize and honor teachers' experiences, help connect process and content, and foster a view of teaching that leads to improvement. (MSE)