This paper reviews research on grouping of students within classes and its effects on
learning. Primary consideration is given to grouping and mixing students by ability, though …

This book offers teachers a convenient means of broadening their understanding of reader
response theory and criticism and applying this theory to the teaching of literature in high …

Examines how conceptions of what it means to read and discuss literature shaped peer-led
discussions in the classroom. Explores the relationship between social and interpretive …

The increase in culturally diverse populations in our nation and classrooms makes it
important for teachers to promote an understanding and appreciation of differences …

This volume is a comprehensive guide to state-of-the-art research on thinking, cognitive
instruction, social values, and reform. Cognitive instruction for at-risk students is discussed in …

Research Findings: The purpose of this exploratory study was to examine the relationship
between classroom age composition and preschoolers' vocabulary gains over an academic …

This text, based on Louise M. Rosenblatt's transactional model of literature, focuses on the
application of transactional reader-response theory in the classroom. It grows from frequent …

The interpretive beliefs, processes, and instructional experiences of 8 ninth-grade students
were studied as they participated in instructional subcommunities within their existing …

Te small-group reading lesson is pervasive in el-ementary schools throughout the United
States. Austin and Morrison (1963) were among the first to document the widespread use of …

At least from the age of Socrates, the most prominent feature of teacher talk has been the
question. But questioning implies that the person posing the question is ignorant, while the …