Surveys elementary teachers regarding their literacy programs. Finds more literature and fewer basal materials; heavy use of fiction books; and limited use of poetry, folk tales, and picture books. Provides commentary on survey results from a middle school teacher. Suggests the need for in-depth dialog among teachers to develop a shared vision of…

Proposes that writing teachers and administrators think, first, in terms of the truly political realities--the situated interconnections of interests, accidents, luck, and consequences--that constrain our abilities to realize utopian goals and, second, in terms of ethical constraints to which they are willing to be bound by. (RS)

Describes how the "Facing History" social studies curriculum (which moves students from literary and historical examples of genocide back to present-day experiences of intolerance and racism) is taught in an English class at South Boston High School. Describes various activities undertaken in the class related to this curriculum.…

Observation of 20 teachers from mainstreamed preschool programs found that teachers engaged in many roles (including instructor, monitor, coplayer, entertainer, observer, behavior manager, materials manager, caregiver, and unavailable) and switched roles frequently. A model is proposed for assessing teachers' roles when planning how to embed…

A systematic approach to preparation of successful college lectures is outlined, including four stages: anticipation (of content and expectations); preparation (selection, acquisition, design, and construction); execution (attention to speech habits, demeanor, and body language); and support (evaluation, maintenance, and enhancement). (MSE)

Suggests ways that the classroom teacher can convey to students through learning experiences their role as readers. (RS)

Examines the observations of student teachers and cooperating teachers about spelling instruction in literature-based process-centered classrooms. Finds that the majority of teachers rely on single classroom lists of spelling words to teach spelling. Offers four research-based recommendations for spelling instruction. (RS)

Presents the views of four college English teachers on Joseph Harris' article on the Dartmouth Seminar published in the October 1991 issue of this journal. Notes that the seminar represented a moment in which the conflicts that define English studies were dramatized with unusual clarity. (RS)

Reviews models of learning style, cognitive style, and thinking style and makes recommendations: (1) style preferences are not unchangeable; (2) style refers to learner actions not ability; (3) learning should be considered broader than cognitive achievement; and (4) teachers should adopt a bilateral approach to influencing student actions. (SK)

Resolutions at recent National League for Nursing conventions concern the enhancement of caring practices through development of faculty-student relationships. Individual, classroom, and instructional strategies for achieving educational equity will ensure that all students are treated fairly. (SK)

Describes a teacher's journey toward creating authentic assessment and how it matches the instruction in her classroom. Suggests that the process of documenting the students' stories about learning and reflecting upon them has the potential to solve some of the difficulties with testing, evaluation, and assessment. (RS)

Outlines the Conversational Discussion Group framework, an approach to help teachers shift from traditional, teacher-led discussions to peer discussions about literature. Discusses several questions that teachers ask as they make this shift from centralized discussion structures. (SR)

Examines elementary, middle, and high school teachers' evaluations of the desirability, feasibility, and use of textbook adaptations in their classrooms. Finds that teachers valued teacher textbook adaptations and implemented a variety of adaptations, at least to a moderate degree. (SR)

Presents effective techniques for leading productive classroom discussions, noting that the techniques increase teachers' and students' abilities to speak and listen. Discusses creating a supportive classroom climate, including all students, and using instructional language. (SR)

Examines the relationship of student questions to teacher comments in college classrooms across the university. Finds 6 categories of student questions (with an average of 3.6 student questions asked per hour of instruction), 8 categories of antecedent teacher comments, and 7 categories of consequent teacher comment. Considers explanations and…