In this article a cadre of Daryl's former doctoral students and/or close colleagues from The Ohio State University offer their personal descriptions/interpretations of Daryl's vision for physical education, physical education teacher education (PETE) and doctoral programming (D-PETE). Daryl mentored over 80 doctoral students at Ohio State, many of…

In this article the author tells the story of her experiences with a high school U.S. literature class composed of English language learners (ELLs). The students were from a variety of nations and cultures, spoke several different languages, and had a wide range of English proficiency levels. During their time together, the author and students…

Discusses teaching English in Toronto, Ontario, Canada, where the majority of students have acquired English as an additional language. Suggests that teaching English in these classes presents rewarding and frustrating challenges--challenges which are at least as rewarding and frustrating for students as they are for teachers. Describes the ESL…

Portrays the interactions of teachers and students as they explore peacemaking in the elementary grades. Includes children's responses to the Peacemaking program, a note on I-messages, and a discussion on how to begin peacemaking. (SR)

This instructional note describes the successful application and adaptation of teacher-student conference techniques as suggested by Donald M. Murray in his book "A Writer Teaches Writing." Athanasourelis states that while he believes that Murray overestimates students' abilities when he describes the conference process as "the working talk of…

Uses the provocative metaphor of becoming a nudist to illustrate that teachers should write, and share their writing, with their students. Describes a program in which student teachers spent six weeks in class and seven weeks in student teaching and were required to keep journals in which they reflected on what they had learned. (PA)

Presents a conversation with Linda Rief, a middle school language-arts teacher, concerning writing workshops in the classroom. (RS)

Maintains that a child's cognitive growth is greatly enhanced by attending to the level of emotional warmth between teacher and child. But attempts at satisfying affective needs put the educator in a precarious position. An affective program in an elementary school that minimizes such risks is described. (BB)

Describes components of Lake Country School's junior high school Montessori program in relation to the developmental characteristics of adolescents, their needs, and their noble aspirations. Maintains that healthy environments where young adults are challenged to act constructively and creatively will help develop youth who are integrated,…

Recounts experiences during a study tour of three preschools in Reggio Emilia, Italy. Describes the environment, activities, and children's interactions at the Allende Infant-Toddler Center and the Neruda and the Diana Schools for 3- to 6-year-olds. Focuses on teachers' observational and pedagogical methods. Concludes that quality education…

Discusses the author's gradual acceptance of a project to promote public television in day care, based on "Mister Roger's Neighborhood" as a medium for caregivers to learn appropriate ways to interact with children. Describes the positive results of the project as related by caregiver anectdotes. (HTH)

The ways in which teachers conceptualize their institutions and their students are interrelated and will control the process of learning. Teachers must assume a different metaphorical stance toward their students in order to facilitate their education. Two metaphorical roles are described. (MLW)

Michael Hovland, the senior consultant at Noel-Levitz Centers, responds to questions about summer bridge programs, first-year seminar programs, Rutgers' retention model, faculty reactions to retention programs, the impact of retention programs on institutional mission, administrative involvement in retention, student assessment, retention efforts…

Offers one teacher's reflections on her methods for dealing with students who challenge classroom teaching norms. Anecdotes of four students are provided. (BB)

Forms part of a themed issue describing "Parent-Kid-Teacher Investigators," a program in which parents, children, and teachers gather regularly to use language and literacy for action research projects. Looks at the way involvement in the program nourished relationships among diverse individuals. Describes social relationships built at the…