An English teacher and a math teacher collaborating to improve practices in classroom discussion develop a problem-solving method that steers students away from seeking simple solutions and into an understanding of the complexity and nature of problems.

In Chapter 3 of Moby Dick, Ishmael, in a "towering rage," questions his landlord concerning Queequeg, the savage "purple rascal" harpooner, he has yet to meet. "What sort of bamboozling story are you telling me?" he nervously asks after learning that Queequeg is peddling shrunken heads-- and on the Sabbath, no less…

The authors report outcomes of a collaborative, interdisciplinary effort through a study group developed to make connections across content areas (English and history/social studies) and grade levels (middle school, high school, and college).

Presents a fictionalized true story about the creation of an interdisciplinary humanities program at a small Nebraska private high school. (TO)

Shows how English teachers can contribute to programs on global education. Reports on the components of the global education program at Stevenson High School, Livonia, Michigan. (RL)

Discusses the influence of a summer institute on the development of an American Literature curriculum for middle school. Notes resulting teaching strategies include: researching archives with students to supplement textbook material; providing field trips; creating personal archival collections with students; pairing texts; and mixing media from…

Author makes the case for starting in high school to improve the literacy and communication skills of students destined for scientific/technological careers. Detailed course program and extensive bibliography included. (PD)

Discusses "invisible thinking" (responsive critical analysis inseparable from content) and "hypertext" (multilayered multimedia, computer-accessed compilation of data and visual images). Argues that a curriculum focusing on these concepts is more effective in teaching the basics of initial skill mastery and the "higher…

Proposes that the study of the short story should have a prominent place in any high school English curriculum. Provides suggestions for such a course. (RL)

Discusses the impetus towards social relevance among educators in the 1960s and 1970s, then assesses the resulting interdisciplinary orientation of elementary and secondary school English curricula in the 1980s. Surveys ways that English classes address the social consequences of science and technology. (JG)