Describes how a group of teachers of grades three through eight initiated and carried out a project that reformed their school's writing curriculum. (ARH)

Examines the shortcomings of prepackaged teaching programs for reading and writing instruction that are designed by those removed from the learning environment. (HTH)

Highlights children as a source of information about curriculum development. Observes how and why some first grade children write, and how this may affect teachers' instructional assumptions. (HTH)

Presents four case studies to examine how first and second graders worked together using source texts to write their own informational books. Concludes that all four pairs of students were successful in many ways. Notes how the students saw themselves as experts, and were able to see firsthand how important reading and writing were in their…

Describes an alternative elementary school where teachers work together to offer dance as a complement to writing and the study of literature in a whole language approach. Encourages teachers to add new ideas to their curriculum, to use individual talents, and to collaborate with other teachers. (MS)