Answers a previous article critical of the "individual education" school system, and enumerates and reexamines the points of contention. (NKA)

This discussion of the explosion of knowledge focuses on how schools must organize their curriculum to be conducive to change. Ten guidelines are suggested for providing new learning methods and for successfully dealing with a changing society. (LRW)

Discusses (1) classroom experiences of the reading writing relationship, (2) one student's experience with realizing how writing for an audience changes the demands of writing, and (3) how a teacher realized that while he had taught his students to cooperate with him, he was not cooperating with other teachers. (SRT)

In the context of a discussion of the use of meta-analysis techniques, two articles take issue with the findings of Casto and Mastropieri concerning effects of early intervention, in particular age-at-start parent involvement, conceptual and methodological problems. The authors of the original article provide rebuttals to the critiques. (JW)

Concludes that elementary school teachers have definite opinions concerning what should be taught in college and university methods classes and what should be incorporated into reading instruction in the elementary grades. (FL)

Discusses the benefits of a source of guidance for teachers: language arts research. Explores an authentic classroom experience using a socio-psycholinguistic theoretical orientation and an ethnographic approach to research. (EL)

Provides a case study analysis of two high school teachers' responses to a particular set of writing tasks and suggests an analytical tool that may be used to explore teachers' responses to change. (HOD)

Describes the focus of a freshman literature course: understanding literary meaning, analyzing literary form, and exploring literary value with each of the three one-quarter classes drawing on the resources of a major area within current literary studies, such as hermeneutics (meaning), poetics (form), and criticism (evaluation). (EL)

Examines some of the research and theories on the role of metacognition in cognitive development, argues that students in English education classes can become better informed about their own learning strategies by engaging in self monitoring, and suggests several ways to introduce metacognitive activities in an English methods class. (HOD)

Discusses the emerging assumptions of literature and its teaching that knowledge is made and must be remade by each person. Considers the relationships between the reader and the text, the reader and the reader, and the relationship between texts. (EL)

A replication of D. Durkin's classic study of comprehension instruction reveals that the study has had profound effects on the way reading is now taught. (FL)

Provides a number of ways teachers can use newspapers to teach comprehension and critical thinking and to help students develop sensitivity in awareness of the self, the community, the nation, and the world. (FL)

Describes the attempt to define and to understand composition studies. Discusses problems involving its becoming a discipline and describes current writing programs based on a survey of 52 universities. (EL)

Points out the many people who influence what goes on in classrooms, and relying on insights gained from research on language interaction, offers guidelines for communicating with these complex audiences--parents, administrators, policymakers, politicians, and the general public. (HTH)

Describes how using traditional methods to grade students' written compositions forces evaluators to undertake simultaneously two incompatible tasks, responding and assessing. Suggests that, because of variations in grading, team grading procedures be used as a workable method of arriving at fair and reliable composition grades. (EL)