This paper analyzes the imaginings of sustainable futures and possibilities for action toward these imaginings articulated by social studies teachers. Participant stories about a day in the life of an imagined future largely leave intact major systems and discourses including those which have actively contributed to problems they identify…

Describes research which shows how some instructional practices used to teach reading at the elementary level can have a potentially negative influence on the classroom social structure by affecting an individual's social status. Ways in which counterproductive instructional practices can be changed are suggested. (RM)

Reviews research on questioning in social studies. Shows the effects of different types of questions on student involvement, group work, and problem solving. Compares elementary-level results with results obtained in three high school social studies classes. (JDH)

Presents the results of an ethnographic study of cooperative learning experiences in one fourth- and one fifth-grade classroom. Describes the types of conflicts which arose during group work and offers four guidelines for making cooperative learning experiences more successful. (JDH)

Investigates the effects of an experiential classroom environment on children's learning through the integration of mathematics and social studies. Findings support the contention that children learn better by doing. Concludes that children are more attentive to their learning, achieve a deeper insight or meaning of the concepts, and are able to…

Examines Australia's land, people, past, and the way that the people have perceived and interacted with their environment. Explores Australia's geography and compares the aboriginal perspective of the environment with the European settler's perspective. Presents a student activity concerning Australia's environment, past and present. (DB)

Investigates the five factors that affect teachers' use of discussion as a means to promote more frequent use of that strategy. Shows that teachers' perceptions of their students influence their teaching techniques. Concludes that familiarizing future teachers about discussion as a teaching strategy could encourage its use in the classroom. (CMK)

With this study, the authors investigated, in an open-ended manner, what elementary teachers and their students said about social studies. They endeavored to see if prior findings still persist and studied the potential relationships between students' and teachers' perceptions. They conducted their research in three different school districts in…