Claims "why" questions are asked out of curiosity or criticism. Discusses eight methods of answering (appealing to authority, tradition, popularity, practicality, or feelings, admitting ignorance, turning the question back, and addressing reasons). Argues that "why" sits at the very heart of learning. (SR)

Outlines ways that writing encourages learning and discusses when it is most likely to do so. Discusses how teachers can link writing to learning in content area classes. (HTH)

Describes the experiences of an elementary school teacher as she researches a topic and simultaneously begins to understand her own learning processes. (SRT)

Claims that the way people symbolize their experiences in speaking, listening, and writing can help them to understand literature and, ultimately, their personal life experiences. Claims that making meaning is fundamental to all language learning and that reading literature is analogous to other language learning experiences. (JD)

Maintains that our understanding of learning cannot be complete until we recognize the symbiotic relationship between cognitive and affective means of knowing. Asserts that in the development of critical thinking, aesthetic forms, perceived intuitively, become the criteria against which the child intellectually measures the "fit" of the…

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)

Reviews materials in the ERIC system dealing with teachers' questioning behaviors. (HTH)

Discusses the value of reflective thought in classroom drama. Examines three levels of reflection in drama, discussing how integration of reflection and drama can become a medium for learning. (HTH)

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)

Discusses the role of language in drama in education. Examines the levels at which drama can enhance learning and understanding of language: social, symbolic, and reflective. (HTH)

Explores a number of innovative professional development strategies for teachers. Examines the development and role of a teacher support group in Canada and its efforts to develop a language-process oriented classroom. (HTH)

The current state of research on language learning processes is reviewed, and the implications of that research for language arts teachers are discussed. (HTH)

Disusses three assertions regarding mastery learning in reading programs: (1) mastery learning is adopted to "legitimize" reading programs to the public; (2) schools cannot provide unlimited time for learning to read; and (3) thus, teachers are reduced to managers of materials and, with students, surrender control of their literacy. (HTH)

A British educator discusses the role of self-expressive talk in the learning process and the influence of teacher attitudes on learning through language. (HTH)