Presents remarks from a distinguished educator regarding educational philosophy, reader response, and how to teach children's literature. (SR)

Considers the arguments for seeing work rather than response as key to the poetic experience. Explains the development of such experience in the classroom. Notes that this is worth exploring not only in terms of literacy curriculum, but with respect to curriculum as a whole, since poetry is often invoked as an important resource for the…

Reviews "How Porcupines Make Love II," the sequel on teaching a response-centered literature curriculum. Finds it to be a lively, engaging, provocative text, one that includes workable hints for classroom practice. (MG)

Examines the role of readers' subjectivity or personal responses in story interpretation, specifically in the formation of thematic generalizations. (MG)

Argues that "text rendering"--responding to oral readings by saying back remembered words or phrases--forces students to prolong their initial responses to texts and opens initial response to the influence of other readers. Argues that silence following oral readings allows words to sink into students' minds, creating individual images…

Reviews Stone and Archer's article "College and University Counseling Centers in the 1990s: Challenges and Limits." Contends a full discussion of strategic philosophy for the development of a suitable paradigm for counseling center functioning in the coming decade of important changes is missing. (ABL)

Reviews Stone and Archer's article "College and University Counseling Centers in the 1990s: Challenges and Limits." Claims the role of a college counseling center is to help the community at large understand what is happening with students and their problems, concerns, and developmental tasks. (ABL)

Reviews Stone and Archer's article "College and University Counseling Centers in the 1990s: Challenges and Limits." Discusses importance of effective leadership and management to meet the challenges outlined. (Author/ABL)

Reviews Stone and Archer's article "College and University Counseling Centers in the 1990s: Challenges and Limits." Criticizes the article for not being future-oriented enough. (ABL)

A critical reanalysis of Barrett, Caldwell, and Alexander's (1985) critique of dynamic criteria. Summarizes and questions Barrett, et al.'s three definitions of dynamic criteria and their conclusion that reported temporal changes in criteria could be explained by methodological artifacts. A greater focus on dynamic criteria as constructs is…

Responds to Austin, Humphreys, and Hulin's (1989) critique of Barrett, Caldwell, and Alexander, suggesting that the burden of proof still rests on the advocates of the concept of dynamic criteria, and that empirical support is lacking for the existence of dynamic criteria as a simplex. Contrary evidence from educational, organizations, and…

Ruminates on and analyzes the author's experiences in teaching the first course in women's literature and feminist criticism at the Ontario Institute for Studies in Education. Asserts that the course brought to consciousness the author's femininity, feminism, and a new understanding of feminist criticism. (MM)

Responds to articles by McCann, Sakheim, and Abrahamson and by Downing concerning victimization, noting that the plight of victims is easily overlooked by human service professionals and commending this journal issue devoted to issues of victimization. Identifies four other areas worthy of attention: massive victimization, secondary victimization,…

Critically examines methodology used by Vincenzi (1987) in study reporting association between childhood depression and reading ability. Asserts that methodology does not support such a conclusion. Extends examination to the general literature on depression and cognitive impairment and argues that a clear association has yet to be demonstrated.…

Argues that students and teachers of literature should begin the study of literary texts with the emotional immediacies and humanistic sympathies that the texts evoke, rather than with an examination of literary critical theories. (MM)