Shows, in one teacher's autobiographical account, that understanding connections between teachers' lives outside of school and themselves as teachers helps them to see how to link the worlds of home and school for their students. (SR)

Describes the experiences of teachers (n=7) and science-oriented experts (n=20) involved in the Elementary Science Integration Project designed to promote science as central to cross-curricular studies. Results revealed the influence of teachers' scholarly and pedagogical orientations on the way they think about science-language-arts connections.…

Offers reflections by a teacher educator who spent a year teaching a third-grade class. Discusses the realities of a teacher's internal decision-making process and day-to-day interactions with children in the classroom. Notes that uncertainty is what keeps the inquiry process going. (SR)

Argues that focusing vision and going beyond imitation is the path by which the teacher becomes a learner and, as a result, a better teacher. Illustrates the individual search for authority of two teachers through two personal stories. (SR)

Suggests that the dangers and risks in whole language are real and irremedial, and educators' only recourse is to take responsibility for its shadow side and attempt to learn the lessons that even "monstrous examples" portend. (RS)

Offers seven stories about one teacher's preschool and elementary school children to demonstrate that it is from their students that teachers learn to be better teachers. (SR)

A study examined two methods of reading instruction, the whole language literature-based approach and the traditional basal approach. Eighty teachers from four diverse school districts in two midwestern states were surveyed to find out which method was the most widely used. Results indicated that 84% of the 50 teachers who responded used a…

Investigates nationwide practices in language instruction, the nature of changes, and perceptions and reactions of teachers. Finds that 85% of teachers followed a curriculum guide; teachers appeared to react diversely to the philosophy of whole language; and whole language appeared to be gaining a foothold in suburban schools of approximately 300…

Examines relationships between 418 elementary school teachers' theoretical beliefs toward reading instruction and their attitudes about pupil control. Uses the Theoretical Orientation to Reading Profile (TORP) and the Pupil Control Ideology Form (PCI) for data collection. Finds as teachers' scores moved toward the whole language end of the TORP…

Illustrates the concerns and problems that two teachers have tackled and are currently addressing as they change their teaching to an integrated language program. Considers issues and dilemmas that emerge when teachers begin to share power with their students. Covers some parallel power issues that arise in the collaboration between…

Shares the author's transition from traditional reading instruction to a whole-language approach. Discusses journal writing and dramatization as two effective teaching strategies. (MG)

No trend in education has been more exalted than "whole language," which has a following of teachers, researchers, and specialists who are almost fanatical in their observance of this teaching method. The debate is between two types of direct instruction: the "atomistic" approach encourages teachers to break down reading into…

A study examined the reading approaches used by teachers and how accurately the teachers described the approaches to reading they purported to use. Subjects, 206 teachers in 19 elementary schools from 9 schools districts in a southeastern state, completed a questionnaire. Results indicated that (1) 68.75% of the teachers cited the basal as their…

Although whole-language teachers may have more freedom in the classroom than teachers who follow a more prescriptive approach, they are still accountable to parents and administrators. Whole-language teachers need to have a philosophical rationale for the decisions they make, be consistent in their application, make informed choices, be responsive…

Describes one teacher's change process as she moved from a formal list of spelling words to a more individualized program, focusing on high-frequency words, student ownership, and sound/spelling principles. Offers descriptions of her spelling program as well as seven selected journals entries to show what her spelling program looks like during a…