Considers the relationship between a physical education instructor's role as teacher and his role as potential researcher. Explains how teachers and researchers can help one another and participate in collaborative efforts. (HB)

Describes an imaginary future classroom in which students are engaged in cooperative group writing on a computer network. (SR)

Advocates revising theatre studies and theatre pedagogy to engage students in critical and creative thinking. Suggests that theatre studies is ideally positioned to incorporate student-centered learning. Proposes that theatre classes should emphasize ensemble learning and collaboration; address student concerns; and reflect practical work outside…

Explains cooperative learning and provides a sample implementation of the group investigation model. Suggests that implementation of the group investigation model in a graduate-level reading education course supports the findings of cooperative learning in the literature. Argues that cooperative learning should be a part of teacher education…

Argues that student-to-student discussions are effective in clarifying thinking, reviewing concepts, and developing meaning from text. Discusses ways that cooperative learning principles and techniques can provide a framework to encourage true discussions in classrooms. (SR)

For those in Composition Studies, Kenneth Brufee's social constructionist notion of collaboration has been touted as a panacea for all educational ills. Andrea Lunsford and Art Young have recently endorsed a social constructionist philosophy for writing centers. Lunsford asserts that the best collaborative model is socially constructed and aims…

A summary is given of research that indicates that, regardless of ability, most students who take a teaching role learn much more than they do when they receive instruction or work independently. Suggestions are given on techniques and activities teachers can use to promote students helping students. (IAH)

Considers some of the difficulties in writing across disciplinary boundaries. Indicates how a dialogic approach to writing will help teachers design writing-across-the-disciplines projects. Provides a reading of Mikhail Bakhtin's theory of language and relates these notions to student interdisciplinary writing and teacher response to that writing.…

Introduces the topic of student-centered pedagogy as it relates to the college composition classroom. Describes current theories of how to adapt collaborative learning models to the classroom. (HB)

Compares the current use of prose models to those developed by the Greek Sophists. Outlines problems with using professional writing excerpts as examples of rhetorical modes when they were not written as such. Argues that composition texts based on prose models err by implying that all writing fits into modal categories. (HB)

Questions the effectiveness of incorporating collaboration into classrooms and expecting instant results. Discusses the highly individualistic pedagogy that students have already been steeped in. Calls for practical measures and instruction in collaborative skills which will foster collaborative learning. (HB)

Claims that despite the fact that writing research has drawn extensively on cognitive processes, little research has been done to describe the role that the unconscious and emotions play in the writing process. Offers a pedagogy designed to enable students to draw writing energy from the realm of the unconscious. (HB)

Describes what business plans are and how educators can use them in class for a team writing assignment. (RS)

Maintains that low achieving readers receive poorer quality instruction than their higher achieving peers. Suggests changes based on reading as an active process of constructing meaning from text. Provides examples of ways to foster collaboration and give students choices in reading and writing materials--activities that can result in improved…

Discusses John Dewey's transactional epistemology and Louise Rosenblatt's transactional view of reading and writing as they apply to teaching technical writing. Proposes four maxims to bring the spirit of transaction to teaching. (SR)