Describes strategies for using content area literature to develop understanding and involvement in content areas: reading aloud in content areas, allowing time to read literature in content areas, discussing the readings, including literature circles in the content areas, incorporating readers' theater, incorporating content journal writing, and…

Uses the provocative metaphor of becoming a nudist to illustrate that teachers should write, and share their writing, with their students. Describes a program in which student teachers spent six weeks in class and seven weeks in student teaching and were required to keep journals in which they reflected on what they had learned. (PA)

Librarians can play a major role in the development of Holocaust literature programs for libraries and classrooms through reading strategies, including annotation, shared inquiry, and interpretive discussion. Librarians and students use writing journals to articulate and exchange questions, comments, and feelings about the books they have read.…

Offers a day-by-day capsule summary calendar for a 30-day unit on law and ethics in a journalism class. Lists 24 journal-entry discussion topics. (SR)

Describes a year-long study of the reading dialogue journals of eight eighth grade students. Finds that responses dealt with ongoing business, summaries, metacognitive responses, connections, and evaluation of text and author. Discusses how such journals promote reading development and how journal entries differ according to audience. (SR)

Describes how reading aloud, journal writing, and bibliotherapy were used with college students in a content area reading course, providing opportunities for future teachers to experience the values of literacy and to promote social, intellectual, and emotional growth. (SR)

Presents excerpts from the journal of a writing laboratory teacher about her work over one semester with a student who produced wonderful images and insights, yet struggled to write and struggled to succeed in college. (SR)

Presents results of a project examining the effects of writing to learn in elementary social studies. Explains that the research explored journal writing activities as a means of improving social studies achievement, writing fluency, and communication. Concludes that journal writing does increase writing fluency and learning retention. (DK)

Reports study on use of critical-incident analysis and guided reflection with preservice teachers in one-year postdegree program. Single case study demonstrates how mentor-assisted analysis helps derive meaning from teaching practicum. Suggests value of guided-reflective journal writing as preservice teacher development exercise. (TES)

Shares the author's transition from traditional reading instruction to a whole-language approach. Discusses journal writing and dramatization as two effective teaching strategies. (MG)

Describes the experiences of the participants in a graduate course called "Research in Written Composition" that nurtured the exchange of writing among teacher and students. Narrates the experience of one student and the instructor as a record of an empowering relationship and presents numerous excerpts of their journal writing. (HB)

Advocates the use by teachers of teaching journals, in which observations, insights, and useful methodologies are written down. Narrates how one teacher became regularly involved in keeping a teaching journal and the rewards of such an activity. Provides excerpts from one journal. (HB)

A teacher discusses her transition to a new school and an innovative program based on Foxfire practices. Journal entries reflect the frustrations, self-doubts, and personal growth that resulted from her teaching experience. She attributes her personal growth to reflective journal writing, a core practice of Foxfire. (LP)

Using insights from portfolios and journals in teacher education and case records in nursing, the article discusses how case records from personal teaching texts can facilitate beginning teacher development. Surveys of preservice secondary teachers indicated most valued the approach because it enabled development, particularly of reflectivity, and…

Describes a cooperative education program between a Veterans Affairs Medical Center and St. Petersburg Junior College where students interested in health care professions spend two semesters exploring the field. Students are chosen for the program at the medical center and assigned a mentor with whom they are involved in research activities. (MKA)