Discusses (1) how instructional objectives can become a constraint on students' learning, (2) how teachers need to help students overcome their fears about learning, and (3) the danger of fragmenting process approaches to learning into ritualized parts. (SRT)

Critiques what learning appears to mean in the typical American school setting and suggests a more appropriate construct of learning. Explains how this construct will enable a clearer vision of how writing fits as a means of enhancing learning. (HTH)

Describes an approach to teaching the elementary school curriculum using heuristics, which develops children's critical thinking skills. (SRT)

Discusses learning how to compose a film as one way children can learn the valuable lesson of how to give form to ideas and shape to thought. Presents the stages of composing a film and a sequence of filmmaking activities for introduction at progressive grade levels. (HTH)

Reports classroom observations and dialogues with children that show children's understandings and use of punctuation; reports data showing that children in a class in which punctuation was taught in the context of writing learned more about punctuation than children in a class in which it was taught in isolation. (ET)

Lists and discusses nine classroom practices designed to support writing as a process. (SRT)

Suggests that reading and writing are not only language competencies displayed in literacy or literature but that they are the sites for analysis in emergent literacies. (DF)

Discusses the problems that children who do not speak the language of their school experience, as well as the personal, social, and cultural characteristics of learners that affect their progress in a second language. (DF)

Expresses the viewpoints of six teachers concerning the importance of considering a child's individual needs in reading or writing instruction. (DF)

Describes the progress of a kindergartern child acquiring English as her second language. (DF)