Teachers of writing strive for authenticity. When they ask students to write, they want it to be for authentic purposes. When they engage students in writing processes, they want those to be authentic processes. When they ask students to compose a particular kind of text, thye want those texts to be authentic genres reflecting authentic writing…

In a values-based education model, ethical vocabulary is introduced to young children with the expectation that embracing these values will elicit positive dispositions and self-regulation. Such an approach has been reported to improve student and teacher wellbeing, academic diligence, the teaching and learning environment, student-teacher…

At a time when some high school English classrooms erase and distort experiences and identities, it is vital for educators to explore pedagogies that provide radically reimagined forms of liberatory thought. This article explores ways the work of Coates can serve as "blueprint liberation" in the English classroom. The line of broken,…

NCTE's core values, posted on the website (http://www.ncte.org), are writing, literature, diversity, integrated language arts, knowledgeable and caring teachers, advocacy, and public education ("NCTE Core Values"). In this article, the author focuses only on writing, diversity, and advocacy, considering just a few ways in which the organization…

Four teachers offer definitions, experiences, and opinions relating to the teaching of moral values in the classroom. (EL)

Four teachers comment on the characteristics of people that students consider to be heroes. (EL)

Describes teaching guides, units, and general discussions of values education. (DD)

Teachers must develop an ethical perspective on the uses of technology. (JH)

"Sight Unseen" by Mary Ann Beggs and "Language and Values" by Victoria J. Heland are provided to suggest techniques for exploring language through the five senses and through making ethical choices. (DD)

Describes how to base a course in technical writing on the contrast between subjective and objective values and the contrast between poetry and technology. (DD)

The effects of subversive teaching on the students and the problems created by being subversive are discussed. Subversive teaching is essential for the growth of the students, but only to a certain extent in developing their perspectives.

English classes should return to teaching the great literature. (JH)

Three hundred seventh and eighth grade students used music and drama to assess and change their personal values. (DD)

Describes impressions of China, including material things Chinese people value, sight-seeing and school visits, topics of conversation, and the absence of travel luxuries. (EL)