Recent debates focus on literacy curriculum as if it is separate from teachers' other work, almost at times as if teachers and their contexts are irrelevant to what is the most appropriate literacy pedagogy. Perhaps learning to read and write is not hard work, but teaching is, no matter which theoretical orientation about literacy is adhered to.…

This paper considers how Australian young people living in relative poverty, per se, are portrayed in media reports and how a specific group of socioeconomically disadvantaged young people are constituted in teachers' classroom talk. The paper begins with the examination of several newspaper reports, part of an archive of articles concerned with…

It is not news that managerial discourses have dominated government educational policy and programs in Australia since the mid 1980s. During this period there has also been a proliferation of discourses about literacy. The common sense view is that literacy empowers disadvantaged people and assists failing economies. The last decade and a half has…

This book describes how one New York City middle school social studies teacher challenged the traditional, textbook-driven curriculum, kindled the students' interest, and ultimately transformed both teaching methods and learning experiences through process drama. Drawing from a blend of narrative reflections and classroom-based research, the book…

The central problem of this study was to determine whether teachers working with children identified as residing in low socioeconomic level homes and teachers working with children identified as residing in middle socioeconomic level homes differed in the quantity and quality of exhibited nonverbal behavior. (Author)

A teacher, who grew up in the fifties, relived his experiences as a student and a teacher while he reviewed the development of literature and its meaning for today's students. (RK)

Considers the use of language by children vs. that by teachers in the classroom and how language is crucial for effective learning processes. (RK)

Teachers appear to decide whether or not to promote girls partly on the basis of their behavior and not just on their achievement. Study compared boys and girls and their respective behaviors in the classroom as they influenced teachers to promote or retain them. (Author/RK)

Deals with some of the difficult questions that arise when one attempts to handle Black English in the context of helping children learn to read and write. (Author/JM)

Author attempts to understand the dimensions of the teaching art. He examines common sense and the cumulative teaching experience as two facets of that art. (Author/RK)

The human factor, the authors say, makes the product of schools of education hard to evaluate. They describe, however, a successful teacher-training program that provides more actual classroom teaching activities much earlier than do most teacher education programs. (Editor)

Predictions from Anderson's theories of structured communication were tested in grade eitht biology classes. Students given verbal instruction with a high degree of structure performed better on acquisition tests than students receiving less structured lessons. (AL)

A report from the Educational Resources Information Center at the National Council of Teachers of English; includes ERIC abstracts of documents pertinent to this topic. (RD)

Explains how elementary, high school, and college students communicated silently via the chalkboard. (SW)