Studied the effectiveness of the Socratic seminar method at a middle school in Chattanooga (Tennessee) through observation, focus groups, and semistructured interviews with nine teachers. Findings support the usefulness of the seminars in promoting higher-order thinking, appropriate conflict resolution strategies, and interest in learning. (SLD)

Links pedagogical theory and practice through a description of teaching-research activities and critical pedagogy in a southern inner-city elementary school classroom, focusing especially on African American students. Recommendations are made for teaching and using critical pedagogy in the schools. (SLD)