Investigated teacher-student discourse from a sociocultural perspective to ascertain the nature of effective instruction for students with learning disabilities, examining one teacher's resource room instruction. Results highlight differential discourse patterns across academic domains and emphasize the importance of teacher self-reflection and…

Presents a sociocultural view of inclusion, highlighting a student with learning disabilities who was successfully included in a diverse classroom. The study analyzes segments of instructional discourse, illustrating how the general educator enacted interactional inclusion to build an inclusional culture that repositioned the student and her…

Presents the stories of English teachers who described the complexities of the first teaching year. Their English methods lecturer had invited them to meet as part of a project investigating challenges facing beginning teachers. Their discussion highlights how they use narrative to give meaning to their experiences and to explore the possibilities…

Examined a Native American high school literature teacher's teaching practices, exploring her use of narrative as an instructional strategy for conveying abstract concepts through concrete experience. Observation and interview data indicate that the teacher's style of teaching combined storytelling, narrative, and cultural relevance with class…

Highlights a Canadian preservice educator in a cross- cultural course who worked with student teachers to understand how they encountered one another's diverse attitudes and values, promoting a theory of cross-cultural education that validated experiential interactions as moments of learning. This led to a vision of pluralism where diversity…

Examined how situative knowledge, embedded in student teachers' prior experiences and a dilemma-based case, influenced their analyses of the case-as-written. Analysis of students' pre- and post-discussion writings about one case and during-discussion dialogue indicated that homogeneous thinking limited their ability to reflect critically and…

Calls for a rethinking of self-assessment in higher education. A poststructuralist critique of the dominant humanistic approach to teaching in higher education exposes self-assessment as a normative and disciplining educational practice. Calls for an alternative to humanistic models of self-assessment as a "self-forming" without invoking personal…

Studied the use of the student evaluation questionnaire as a means of teacher evaluation through the views of two university lecturers. Findings suggest that the use of student evaluation questionnaires as a means of summative and comparative appraisal has several negative implications for lecturers' understandings of teaching and their…

Studied how college students acquire academic literacy through their writing. Findings for six South African students for whom English was a second language show the difficulties students have in using their own words and in distinguishing different voices in writing. Explicit assistance from lecturers was found to assist students in understanding…

Studied the processes of change and adaptation experienced by mature undergraduate women students as they learned to become student teachers. The study, which reveals the complexity of adaptation for these mature students, benefited from the ethnographic research approach used to provide insights about the socialization of these students. (SLD)

Evaluated the Integrated Bridging Programme (IBP) of the University of Adelaide, South Australia, which offers international postgraduates the opportunity to develop languages and skills for successful acculturation. Responses of all IBP participants for 2 years and of supervising staff show the importance of recognizing that it is not only the…

Identifies four approaches to cultural diversity that professors at institutions of higher education may take. These are neutrality, similarity, diversity, and diversimilarity. Identifies the strengths and weaknesses of each of these approaches, and argues for the diversimilarity approach, using the teaching of the death penalty (and examination…

Examination of the role of teacher educators at one small college in England finds teaching staff are labeled as either academics or non-academics (educationalists). Argues that educationalists are excluded (and exclude themselves) from participation in the academy and inhabit another world which more accurately mirrors the school room than the…

A university-based teacher educator in Australia examines her ethical dilemma in fulfilling a commitment to professional practice grounded in caring without being drawn into endless emotional involvement with students, and offers an alternative conceptualizaiton of caring as mutual empowerment, deliberative relationships, and transparency of…

Examines ways in which a group of 13 gay higher educators in the United Kingdom draw upon their sexuality in teaching. Identifies three main themes: (1) teaching from the outside, (2) teaching as performance, and (3) teaching as a (gay) person. Suggests these approaches may disrupt dominant pedagogies and the masculinities which underpin them.…