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McKenna, Michael C.; And Others – Educational Researcher, 1990
Replies to Carole Edelsky's response to the authors' article on the schism between proponents of whole language and traditional language arts instruction. Defends the questions posed by the authors' research agenda, and suggests that diverse research methodologies can be employed in tandem to address them. Calls for collaboration among…
Descriptors: Conventional Instruction, Educational Philosophy, Educational Theories, Elementary Education

Edelsky, Carole – Educational Researcher, 1990
Disputes the version of whole language presented by Michael McKenna et al. in the preceding article. Argues that whole language is an educational paradigm complete with theoretical, philosophical, and political assumptions and a congruent research agenda. Contends that "paradigm blindness" prevents critics from seeing the legitimacy of…
Descriptors: Agenda Setting, Conventional Instruction, Educational Philosophy, Educational Theories

McKenna, Michael C.; And Others – Educational Researcher, 1990
Examines the current rift in perspective between whole language arts and traditional language arts instruction by analyzing the basis of each view in research and theory. Suggests research developments that might alleviate the present impasse. Describes the need for new hypotheses, a variety of designs, improved instrumentation, and collaborative…
Descriptors: Achievement Tests, Comparative Analysis, Conventional Instruction, Educational Theories
Stice, Carol F.; And Others – 1991
A 1-year naturalistic study examined the differences and similarities in the literacy experiences of second grade at-risk children in 2 different types of classrooms: 1 traditional and 1 whole language classroom. The purpose was to develop models of the 2 contrasted classrooms. The study sought to shed light on the probable causes accounting for…
Descriptors: Classroom Research, Comparative Analysis, Conventional Instruction, Grade 2
Oglan, Gerald R. – 1997
This book aims to help teachers who are committed to whole language principles explain the philosophy to their students' parents. It addresses the concerns of parents who most likely grew up in a traditional, teacher-centered educational system, and who therefore might be unfamiliar with a whole language approach to language arts. Drawing on work…
Descriptors: Conventional Instruction, Educational Change, Educational Environment, Elementary Education