A summary of the findings of research into "the responses of teachers to the introduction of technology and individualization at a large high school. (Editor/LS)

A conversation between three demonstration teachers.

Uses personal experiences with her first English class to suggest that teachers must be knowledgeable both about their subject and about the process of learning. (MM)

Describes a dialogue-journal writing technique that requires a nonevaluative response from the teacher and is based on students' firsthand experiences. Several examples are provided. (RH)

Outlines a three-period unit for secondary school students that aims to link the experience of poetry with the experience of works of art. Includes teacher responses to the outline. (HOD)

Describes a study which investigated how much teachers of children with severe learning disabilities alter their grammatical complexity, sentence length, and vocabulary to match the developmental level of their students. (AM)

Reports the results of a study that revealed that the instructional activities that precede writing are more important to student improvement than longer comments on the writing itself. (JL)

Discusses the results of a comparative study of the ways that newly recruited and very experienced composition teachers respond to students' papers, to determine what kind of special training, if any, would be most useful to new writing instructors. Results indicated that the differences between new and experienced teachers lay in the kinds of…

Describes the expressive writing of Japanese elementary school children, citing examples designed to encourage American language arts teachers to use their responses to students' writing to bolster children's attempts to become actively and personally engaged in their writing. (HTH)

The activities and functions of teaching and learning are viewed in terms of the flexible roles of the individuals engaged in these activities, and the positive aspects of friendship in the teacher-student relationship are explored. (JMF)

Discusses what is being done at one teacher training institution to train preservice teachers in the area of classroom management. Includes preservice teachers' reactions to this training program. (Author)

The National Education Association's Teacher Instructional Needs Assessment program surveys teacher concerns about instruction and professional development at the district level, processing data school by school at each level, in an attempt to reduce general concerns to specific issues that the Association can attack. (MB)

Suggests that part of the answer to our educational problems is a handful of teachers who will risk rebellion in an effort to provide some straight facts to school boards, to parents, to students and to other critics. (Author/RK)