Teachers serve as gatekeepers to the implementation of curriculum in their classroom (Thornton, 2005). Their beliefs about a topic and the wider political environment can influence what they teach. To this end, our goal was to investigate whom preservice teachers identify as heroes and why, which heroes should be included in the curriculum, and…

This article explores Vygtosky's (1978) notion of the imaginary situation through analysis of interaction and activity in a Fifth Dimension after-school setting, one of a network of programs designed with an aim to realize developmental concepts proposed by Vygotsky and others in the cultural-historical tradition (see, e.g., Cole & the…

Considers how both the device and John Masefield's book called "The Box of Delights" construct a vision of childly imagination by playing with genre and through the use of myth and magic. Considers how magic is a plot maneuver, but is more profoundly a metaphor for the child making sense of the world. (SG)

A knowledge of myth, legend, and folklore will help children understand allusions, their cultural ancestry, and themselves. (DD)

Personal and public myths can be explored with children through the use of improvisation, a form of creative dramatics. (CH)

Examines the genre of "Myth" in children's books. Discusses 38 titles focusing on mythology in children's books. Considers myths in Africa and Ancient Egypt, Asia and the Pacific, Canada and the United States, and Spanish-speaking America. Discusses story collections from around the world, original creation stories, and Genesis, the Biblical…

The use of corporal punishment within the schools remains a controversial issue. Scholastic physical punishment is supposedly administered in a purposeful, premeditated manner according to a given set of contingencies revolving around school-rule infractions. According to some experts, the continuous general support for administering corporal…

Describes an elementary school program that uses Latin to enrich students' learning in literature, language, and writing. (HTH)

Reports how children relate to fairy tales today. Provides insights into the link between this ancient literary genre and the consciousness of contemporary children. Discusses both the positive and the negative impact of fairy tales on children, recommending that each person should determine the worth of such stories. (KO)

This oversized, illustrated book discusses the gods, goddesses, and legendary figures of ancient Greece in a relaxed and humorous tone to entertain, enlighten, and educate young people. The first section of the book discusses the "olden times," Gaea, and the Titans. The second section tells the story of Zeus and his family, with sections…

Myth used as religion has several implications for the classroom. Discusses mythology and moral education as well as how mythology can reduce the problem of ethnocentrism. (Author/RK)

Discusses the question and myth of educational relevance. (Author)

Traces the Aesopic tradition, with digressions into related parallel streams (mainly Indian), from its earliest origins to the present. Untangles the mixed traditions that have arisen over time and suggests that such untangling is useful information for instructors wanting to get students involved in studying the fable. (TB)

Discusses how a drama teacher's life and teaching were changed during a summer course. Suggests that the role of the drama teacher is to give students the tools they need for active learning (the ability to concentrate, focus, and listen) and the tools they need for living (the ability to communicate, relate, and empathize). (RS)