This article aims to clarify concerns regarding what constitutes acceptable scholarship in education at a time when such scholarship is under challenge from publications and institutions with a strong bias toward policy advocacy. This is accomplished by examining the Fordham Foundation--supported publication "Whole-Language High Jinks"…

English literacy competence in the Central Pacific Republic of Kiribati is considered important for employment, overseas study and general engagement with a globalizing world. It is also considered as a key factor in the current government's response to climate change and sea level rise, enabling skilled relocation of I-Kiribati to other countries…

As a teacher of Bowling Green State University's English 3810, Grammar and Writing, the author is charged with teaching future language arts teachers how to teach grammar so that it actually helps their students become better writers and communicators. Because such teaching rejects the ineffective but time-honored drill-it-and-kill-it approach, in…

Presents reflections of six primary school teachers and their principal on the growth of their literacy program based on whole language principles; and their professional development as teachers of young children. Discusses a nurturing environment, changes in their literacy program, strategies for success, and future goals. (SR)

Suggests ways that transactional learning can be reflected in staff development practices. Addresses issues raised during attempts to implement a whole-language staff development program. Contends that what unites whole-language teachers is a unique but common orientation toward instruction and curriculum and that this orientation can be reflected…

Describes the Efficiency-Based Change Model, which takes into account the complexity of the change process for individual teachers. Notes that the model is being tested and refined within a variety of settings, including a staff development project designed to support a group of teachers as they explore ways to provide whole-language services to…

Describes two schools that were moved into inclusive practices. Notes that in the first school, about half of the teachers considered themselves whole language teachers prior to the inclusion project, while in the second school, both whole language and inclusion were new to the teachers. Discusses the features of change in these schools. (SG)

Serves as a follow up to "Moving toward Inclusive Education: Two Stories" which appeared in the last issue of this journal. Demonstrates, in chart form, the commonalities between inclusive education and whole language. Includes a bibliography of readings in inclusive education and whole language. (SG)

Discusses the state of elementary education in Fiji. Provides one Fijian principal's optimistic approach to implementing a whole language approach to the teaching of reading. Notes the teachers' original opposition to change, and the difficulty of maintaining change. (PM)

This paper considers the status and potential of researcher-practitioner collaboration toward higher literacy through a restructured curriculum based on the whole language philosophy. Specifically, it examines the status, contribution, and potential of the dialogue in a whole language topical session on the School Renewal Network, an electronic…

Examines an initiative to introduce a multicultural- and whole-language-based early childhood curriculum in a private school in New Delhi, India. Considers the planning of the change from traditional education; the creation of an activity room for free play; parental responses to the new program; and factors that facilitated the change process.…

Describes a long-term inservice program aimed at restructuring one elementary school's literacy program. Focuses on observed changes that occurred as teachers became active participants in staff development sessions designed around effective change principles. (SR)

Change began in Saint Charles (Illinois) School District with a few teachers implementing new ideas in their own classrooms. Organized change began as principals and other administrators encouraged teachers to learn and grow. While teachers were developing process writing and whole-language programs, district embraced systemic change by entrusting…

Suggests that whole language is alive and well in Israel, and that like many countries trying to educate multiethnic, multilingual populations, there is a strong interest in whole language as a democratic, innovative pedagogy built on scientific foundations. Notes the Ministry of Education encourages whole language approaches, but the teachers'…

An elementary school located in a predominantly black neighborhood on the south side of Chicago decided it was time to restructure the curriculum (scores lagged behind the national average and interest in reading and writing had waned). The principal, parents, and teachers were given extra encouragement to use the process of team building, shared…