The article examined a survey of 747 students, regarding literacy habits of teachers or prospective teacher. Findings suggest high literacy, the ability to read out, but no interest in personal reading.

Technology mediated coaching or mentoring has a strong possibility of overcoming barriers of accessibility of onsite mentoring. The article explored peer reviewed empirical studies on technology-mediated mentoring for inservice teachers. Three mediums for technology-based mentoring were explored: technology-enhanced professional development coupled with access to a mentor, electronic mail, and online discussion forums. Those who accessed the resource reported shifts in their attitudes towards instruction and changes in instructional practices.

This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived features of effective, direct instruction in thinking skills and describes a framework for this instruction. He also describes researcher-and specialist-recommended teaching techniques and lesson strategies for introducing any thinking skill, guiding continuing skill practice, and teaching students to transfer thinking skills to other contexts. The research cited here suggests both students' academic achievement and their quality of thinking can be improved by using these techniques and strategies to teach thinking skills in subject-matter courses.

The article considers the value placed on talk as opposed to silence in the classroom and suggests that a cultural bias towards talk means that silence is commonly perceived negatively. It concludes by proposing that classroom observations should take into account the complex skills of 'silent pedagogy' where the teacher makes conscious decisions to abstain from intervention based on continuous sensitive readings of the learning environment.

Research suggests that at least half of all students enrolled in online courses are not course completers. Obviously, increasing the percentage of program completers in the distance learning environment is essential. This article details a proven and comprehensive system to achieve this objective, using the authors' experiences at Purdue University Calumet in Hammond, Indiana, as a framework.

This article uses specific issues surrounding course blogging to provide a series of reflections regarding the articulation between pedagogy and technology in creating a next generation learning space and discourse community. It investigates the underlying structure and necessary constituent elements of a successful blog assignment.It suggests that blog assignments may not succeed equally well in all subject areas and gives a number of possible reasons.