Discusses some principles, considerations, and cautions for those creating staff development programs in whole language. Discusses factors necessary for effective implementation of whole-language programs. (RS)

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)

Discusses designing, initiating, and collecting observational data from a program designed for a multicultural inner-city kindergarten classroom to teach emergent literacy, to use picture books representing children's cultures, and to share responsibility for children's own learning by freely initiating interactions with print materials. Notes…

Surveys 100 K-9 teachers in 1 school district striving to institute whole language. Examines teachers' perceptions of power, their professional background and personal literacy habits, and some current classroom activities to help determine some of the conflict in implementing whole-language classrooms. (SR)