Responds to Fong and Amatea's (1992) study of work stress exhibited by 141 academically employed women. Notes that, although it was found that single women had significantly higher levels of stress than did married-parent women, there are problems with definitions, sampling, assessment, and statistics that pose threats to both internal and…

Discusses the "Teachers as Readers" movement, which focuses on teachers reading children's literature and responding personally to the literature as readers. Concludes that the Teachers as Readers movement is an effective tool for teacher renewal and for professional development. Suggests that participation in Teachers as Readers groups…

Describes teaching poetry to fifth-grade students, who are immigrants from 20 countries and who speak 11 languages. Discusses the students' responses to the poetry of Wallace Stevens and attempts at writing their own poetry. (CR)

Describes the gradual breakthroughs and the classroom procedures in one teacher's efforts to find a pedagogy for poetry that would side-step or eliminate the need for a direct assault on meaning. Discusses the complex first response to poems. Uses visual art to encourage looking and seeing over judging, and reporting over interpretation. (PA)

Examines and describes the intertextual connections made by young children in several primary classrooms in order to identify (1) the interpretive moves afforded by these connections, and (2) how these connections developed the children's literary understanding. Outlines some approaches to the topic of intertextuality and relative research. Draws…

Relates how one kindergarten student's interest in the chronology of books published by a single author sparked an enthusiasm that was contagious for other students. Notes that this student was sparked by a concept which had not occurred to the teacher, which underlines the importance of leaving room for students' own decisions about what to…

Describes an action research investigation into overcoming a tension felt in a particular approach to teaching literature. Wishes to make studying literature a meaningful experience for students and have them pass exams. Uses the idea of the forum, as described by J. Bruner, as a way of holding these two thrusts together. Evaluates effectiveness…

Describes how a reader-response approach can help students construct a portfolio of readings that reflects their development as poetry readers. Describes using a reader-response journal, communal learning activities, and a portfolio to create a recursive process through which students develop a better understanding of how poetry works. Discusses…

Traces historically nonmainstream lifestyles in America. Notes that the country extols individual freedom, yet citizens are encouraged to create a collective identity. Reviews children's books on the subject. Lists characteristics of books on alternative lifestyles. Presents a workshop on books on alternative lifestyles; provides 10 questions for…

Notes that much of what students read in high school (both young adult literature and the classics) leaves them feeling sad and confused. Argues that teachers can balance that with windows of hope through literature. Offers examples from young adult literature for each of three categories of optimism. Discusses two young adult novels which…

Examines the interplay of text, illustrations, and book design elements, using examples from children's books. Discusses the impact of book design on young readers' responses, and presents ideas for acquainting children with specific book design elements. Suggests that class activities in book design can improve children's visual and verbal…

Considers how in this modern world a teacher masters children's literature for the purpose of guiding selection and literary experiences. Presents three vignettes illustrating different uses of literature today. Discusses a workshop, the Children's Choice and the Teacher's Choice projects. (SG)

Draws comparisons between children's and pre- and inservice teachers' responses to "Sarah, Plain and Tall." Finds that discussion played a formative role in shaping adults' responses to the book, the nature and direction of those responses, and their understanding of children's responses. Discusses implications for teachers to better understand…

Debating can teach students how to investigate new ideas, develop critical thinking, and open their minds to different viewpoints. It is a way to explore a world filled with diverse viewpoints. Debating topics can come from the books students are reading. The debating process develops critical reading skills by challenging students to examine text…

Considers how teaching John Updike's short story "A & P" to treat issues of class and gender provides practice in reading for multiple meanings. Discusses students' responses to the character "Sammy" and considers issues from personal response to reading the text. Notes multiple perspectives and ways of teaching "A & P." (SC)