A study examined the concerns, problems, and experiences when teachers change from a traditional skills classroom to a whole language classroom. Subjects, 162 of 400 K-12 teachers from several Ohio Teachers Applying Whole Language groups, responded to a questionnaire (for a return rate of 40%). Results indicated that: (1) the most important…

Findings from a study that sought to determine the degree to which teachers used an inservice program for the implementation of a primary language and literacy program are presented in this paper. To measure teachers' level of use of the whole language philosophy of learning, the Language and Literacy Questionnaire was administered to 112 primary…

In response to the restructuring of a school's literacy program, a study was designed to address three research question: (1) What levels of concerns are raised by teachers in the areas of "self,""task," and "impact"? (2) What responses do these concerns elicit from university researchers and other participants? and…

After a decision was made at a Texas elementary school to adopt a whole language philosophy toward literacy instruction, a study was designed to address three research questions: (1) What levels of concerns are raised by teachers in the areas of "self,""task," and "impact"? (2) What responses do these concerns elicit…

The purpose of the study was to describe teachers' perceptions and experiences in implementing whole language activities in their kindergarten and elementary classrooms. Ten teachers who were part of a pilot whole language program participated in the study. Throughout the 1989-1990 school term, data were collected through teacher questionnaires…

This document contains 33 papers from a conference on research in adult, continuing, and community education. Representative papers include the following: "Highlander Folk School: A Commune Based on Intellectual Property" (Keith B. Armstrong, Donna J. Martin); "Women, Welfare and Mandated Education: An Analysis of Single Mothers'…