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| Teaching Methods | 4 |
| Whole Language Approach | 4 |
| Writing Across the Curriculum | 4 |
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| Hysmith, Cecilia | 1 |
| Lamme, Linda Leonard | 1 |
| Manning, Maryann | 1 |
| McGuire, Margit E. | 1 |
| Noe, Katherine L. Schlick | 1 |
| Puglisi, Dick J. | 1 |
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Peer reviewedManning, Maryann; And Others – Young Children, 1995
Examines the benefits of exchanging weekly letters among a teacher, first-grade students, and their parents during the school year. The teacher had the opportunity to model letter writing for the children and kept communication open with the parents. Parents were kept informed of their children's performance, and the children were involved in a…
Descriptors: Childrens Writing, Classroom Techniques, Early Childhood Education, Grade 1
Peer reviewedLamme, Linda Leonard; Hysmith, Cecilia – International Journal of Social Education, 1993
Asserts that the whole-language approach is a philosophy of learning in which children construct knowledge by actively engaging in classroom projects that have real meaning for them. Describes thematic studies using a whole-language approach in which children (with teacher assistance) decide what themes will be studied. (CFR)
Descriptors: Childrens Literature, Class Activities, Cognitive Processes, Curriculum Design
Peer reviewedPuglisi, Dick J.; And Others – International Journal of Social Education, 1993
Asserts that economics can be taught more effectively at all grade levels using the whole-language approach. Describes the role of teachers, students, and the instructional process in the whole-language classroom. Discusses student evaluation using portfolios and includes a portfolio description table used in an economics class. (CFR)
Descriptors: Cognitive Processes, Economics, Economics Education, Educational Strategies
Peer reviewedMcGuire, Margit E.; Noe, Katherine L. Schlick – International Journal of Social Education, 1993
Asserts that social studies is an integrated field of study that calls for organizing the curriculum in a holistic manner. Maintains that the whole-language movement, which involves thinking about reading and writing as integrated, reciprocal processes, forms a natural partnership with social studies instruction. (CFR)
Descriptors: Cognitive Processes, Cooperative Learning, Educational Strategies, Elementary Secondary Education
