Descriptor
Source
| Contemporary Education | 6 |
Author
| Burk, Jill | 1 |
| Johnson, Betty | 1 |
| Mazely-Allel, Marianne | 1 |
| Melton-Pages, Joyce | 1 |
| Newman, Judith M. | 1 |
| Smith, Patricia Gannon | 1 |
| Stone, Eric | 1 |
| Waterman, David C. | 1 |
Publication Type
| Journal Articles | 6 |
| Guides - Non-Classroom | 2 |
| Guides - Classroom - Teacher | 1 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
| Reports - Descriptive | 1 |
Education Level
Audience
Location
| Indiana | 1 |
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Peer reviewedMazely-Allel, Marianne – Contemporary Education, 1991
Holistic teaching in secondary school English helps avoid subject matter isolation and fragmentation. It involves exposing students to forthcoming information, covering subject matter, and following up on information presented. It engages the whole student, creating effective communicators who think critically and comprehend written and spoken…
Descriptors: Communication Skills, Critical Thinking, English Instruction, High Schools
Peer reviewedJohnson, Betty; Stone, Eric – Contemporary Education, 1991
Discusses whole-language learning in Indiana classrooms, its philosophical origin and appropriate educational environment. The article offers a set of beliefs about whole-language teaching and presents guidelines to help schools restructure their thinking about the curriculum and learning climate. (SM)
Descriptors: Classroom Environment, Educational Change, Elementary Education, Guidelines
Peer reviewedSmith, Patricia Gannon – Contemporary Education, 1991
Discusses the role of the intermediate whole-language teacher, including creating a proper environment, emphasizing meaning, encouraging risk taking, providing sufficient learning time, focusing on students, encouraging collaboration, using whole pieces of language, using the best literature, teaching skills in context, evaluating, and integrating…
Descriptors: Classroom Environment, Intermediate Grades, Reading Instruction, Reading Writing Relationship
Peer reviewedWaterman, David C. – Contemporary Education, 1991
The article explores the creation of whole-language learning, examining educational reform since the 1950s. It presents descriptions of whole-language learning, noting confusion about its definition and debating whether it is a reaction to poor reading and language arts teaching or response to criticisms of teaching since the 1950s. (SM)
Descriptors: Educational Change, Educational Improvement, Elementary Education, Language Arts
Peer reviewedNewman, Judith M. – Contemporary Education, 1991
Examines how changes in the view of the universe led to whole-language learning, a collaborative process which considers the social contexts of language. Suggests that whole language is not a teaching method but a belief and discusses how to transform teaching into a learning experience. (SM)
Descriptors: Classroom Environment, Educational Change, Elementary Education, Language Arts
Peer reviewedBurk, Jill; Melton-Pages, Joyce – Contemporary Education, 1991
Describes the roles of reading professionals in school, focusing on whole-language learning and noting implications of those roles for administrators and teacher educators; lists recommendations for administrators and teacher educators who wish to support the development of whole-language instruction. (SM)
Descriptors: Administrator Role, Educational Change, Educational Environment, Elementary Education
