This article aims to clarify concerns regarding what constitutes acceptable scholarship in education at a time when such scholarship is under challenge from publications and institutions with a strong bias toward policy advocacy. This is accomplished by examining the Fordham Foundation--supported publication "Whole-Language High Jinks"…

Discusses a new orthodoxy about to hit the schools in Australia, which sounds like a piece of "nonsensical madness": guided writing. Cautions educators not to be blinded by new orthodoxies. Encourages teachers to keep their perspective when presented with new teaching ideas. (SG)

Discusses three trends in approaches to reading and literacy instruction: (1) the move from basal to literature-based instruction; (2) the move from emphasis on product to emphasis on process; and (3) the trend away from teacher as technician toward teacher as decision maker. States that these trends will result in profound and lasting changes in…

Suggests ways that transactional learning can be reflected in staff development practices. Addresses issues raised during attempts to implement a whole-language staff development program. Contends that what unites whole-language teachers is a unique but common orientation toward instruction and curriculum and that this orientation can be reflected…

Describes two schools that were moved into inclusive practices. Notes that in the first school, about half of the teachers considered themselves whole language teachers prior to the inclusion project, while in the second school, both whole language and inclusion were new to the teachers. Discusses the features of change in these schools. (SG)

Serves as a follow up to "Moving toward Inclusive Education: Two Stories" which appeared in the last issue of this journal. Demonstrates, in chart form, the commonalities between inclusive education and whole language. Includes a bibliography of readings in inclusive education and whole language. (SG)

Discusses the state of elementary education in Fiji. Provides one Fijian principal's optimistic approach to implementing a whole language approach to the teaching of reading. Notes the teachers' original opposition to change, and the difficulty of maintaining change. (PM)

The tide is slowly turning against prevailing forms of student assessment. The Primary Language Record, a whole-language-based system that assesses elementary students' literacy skills, assumes that all children can learn and that diversity and multilingualism are valuable assets. A sidebar details FairTest's criticisms of standardized testing.…

This paper considers the status and potential of researcher-practitioner collaboration toward higher literacy through a restructured curriculum based on the whole language philosophy. Specifically, it examines the status, contribution, and potential of the dialogue in a whole language topical session on the School Renewal Network, an electronic…

Noting that most educators would agree that whole language no longer looks the same, this book collects eight articles written by whole language advocates and practitioners from New Zealand, Australia, and the United States that focus on the changes, growth, and development that have occurred in whole language both in philosophy and practice. They…

This report of qualitative findings, gathered from four sources, presents guidelines to promote implementation of whole language. The report uses Donald Ely's (1990) conditions for change as a framework. These conditions are: dissatisfaction with the status quo, the existence of knowledge and skills, availability of time and resources,…

School culture, as defined in this study, consists of norms, beliefs, and values that provide teachers with a sense of continuity against change generated by students, parents and reform movements. The first six norms of school culture, which appear to be interdependent and work together to create an effective school culture for change, are…

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)

Suggests that whole language is alive and well in Israel, and that like many countries trying to educate multiethnic, multilingual populations, there is a strong interest in whole language as a democratic, innovative pedagogy built on scientific foundations. Notes the Ministry of Education encourages whole language approaches, but the teachers'…

Progressive education, open education, and whole language can be seen as part of a larger "progressive tradition" in American education. All three of these educational movements are "child centered," challenge the rigidity of traditional school organizations, view the nature of knowledge and the purpose of schools differently…