Skills development in reading should be balanced with reading, listening, and talking activities which focus on content and themes, so that reading comprehension is also developed. (SJL)

Describes how a fourth grade teacher used themes in children's literature to develop higher levels of reading comprehension. (TJ)

Jokes (N=100) about the aged were compared with jokes (N=160) about children. A negative attitude toward the aged and a positive one toward children were found. In addition, these jokes in general were more negative toward the next older generation. (Author)

A personal account of a course called "Themes in 20th Century History" at Monash University, Melbourne, is offered. Cooperative group work was encouraged, and the course focused on the major social and cultural themes that impacted the twentieth-century person. The central problem was the "I/World" relationship. (LBH)

Discusses how to design a thematic children's literature unit with trade books. Highlights include theme versus topic; benefits of thematic units, including analyzing, synthesizing, and evaluating; opportunities for higher level thinking; sequencing the titles; determining key discussion questions; and culminating the unit. (LRW)

This paper explores the use of conceptual themes as a framework for interdisciplinary studies with gifted students. Describes sample themes and suggested student products, as well as guidelines for brainstorming, planning activities, facilitating production, and evaluating student products. (PB)

Presents an observational study of two middle-grade social studies classrooms to explore how teachers and students used nonfiction trade books during thematic unit instruction. Finds that, treated like textbooks and encyclopedias, the books were not used to their full potential. Makes recommendations that will help teachers use nonfiction. (SR)

Describes across disciplines in the culture, literature, science, art, and music of the Renaissance. The program featured student exhibits, performances, projects, and demonstrations and a visit by a professional actor posing as William Shakespeare. (DB)

Provides a framework for thinking about issues of adolescence and identity in the English classroom. Presents an adaptable plan for preparing a thematic unit on identity in literature. Concludes that an English teacher should operate as a conduit between the stories that are taught and the stories of students' experiences, providing students with…

Shares how one ninth grade teacher led her students to expand their knowledge of geography through the use of literature studies in an untracked English class. Discusses how placing emphasis on negotiating meaning with everyone participating contributed to the breaking down of barriers erected by years of ability grouping. (MG)

Describes three projects at the Wickliffe Alternative School in Upper Arlington, Ohio, which incorporated Macintosh Plus computers into the curriculum. (MM)

Theme studies are worth doing if they support the study of universal ideas, broaden students' understanding of their world and human experience, are interdisciplinary, reflect students' genuine interests, and lead to student inquiry. Themes can be developed from students' common interests, adolescent literature, textbook topics, current events,…

Teachers can capitalize on their students' extracurricular interests with a baseball unit that focuses on baseball-related vocabulary development, journal writing, drawing, literature, mathematics drills, and science problems. Teachers can use baseball paraphernalia, such as trading cards and equipment, as well as interactions with high school…

Argues that the unique interrelationship of art, reading, and writing offers teachers a variety of opportunities to nurture students' artistic imagination. Describes several strategies that can be used to explore images through writing and to explore images through reading. (SR)

Describes a massive cultural transformation project at two Charlotte, North Carolina, elementary schools that used Deming's total quality management principles to restructure curricula according to Boyer's eight commonalities of learning. Shows how the FADE (focus, analyze, develop, and execute) model was used to develop a well-coordinated,…