Describes a method for incorporating writing into the basic mathematics program using personal math journals composed of a graph showing the number of hours devoted daily to math homework, a record of test grades, and at least one paragraph about the student's math experiences or another math-related topic. (AYC)

Writing is perhaps the most important way of learning about literature because it has the capacity to draw on all other modes of learning. (DF)

Points out that composition and literature often can be best taught when combined with architecture, philosophy, music, or other subjects. (EL)

Argues that rather than using a spelling series and treating spelling as a subject separate from the other language arts, teachers should use a program that begins with encouraging invented spelling and moves to the use of high frequency word lists and spelling by meaning. (FL)

Reports on a curriculum planning technique specifically designed for developing interdisciplinary programs based on existing programs in comprehensive universities. (CRH)

Offers a rationale and guidelines for modifying the recommendation report to include speaking, listening, and writing assignments. (HTH)

Reports on a survey of high school content area teachers concerning the types of writing that occurred in their classrooms. Concludes that most of the teachers require some sort of writing, with writing for evaluation the most common type. Finds little use of writing as a means of learning. (FL)

The Integrated Learning Semester program at the University of Delaware is described. Courses were designed around themes touching several academic areas and instructors cooperated in teaching courses. A course in literature and music of Romanticism is outlined and specific problems and procedures for implementing a program are noted. (CHK)

This policy brief summarizes the thinking of eight essays by national experts commissioned by the Education Commission of the States to explore why and how states are redesigning their education systems for the benefit of all learners. P-16 is a shorthand term for a student-focused, comprehensive and integrated system that links all education…

This book focuses on the integration of children's literature and creative arts. Each chapter begins with a "Background" section designed to familiarize the reader with the children's book that is showcased. This is followed by the "Hook" activity, a starter experience that involves the entire class in a doing-and-listening…

The fourth goal in the 1989 "Curriculum and Evaluation Standards for School Mathematics" by the National Council of Teachers of Mathematics (NCTM) is for students to learn to communicate mathematically. The call for this implies that students should be given opportunities to use all communication vehicles available. Writing journals is a…

Chapters in this report outline the potential plans for the redesign of the National Assessment of Educational Progress (NAEP). It is argued that any successful redesign must consider the NAEP as a whole. This report reviews overall NAEP designs and discusses the implications that each of the designs has for various functional areas. The following…

Interactive Multi-Media Exercises (IMMEX) is a technology-based learning and assessment tool designed to integrate curricular content and problem-solving skills into real world scenarios. IMMEX inherits much of its structure from case-based and problem-based learning models and provides teachers with quantifiable, visual feedback on student…

This study was conducted to measure the level of student satisfaction with the quality of academic advising delivered by an integrated department of academic advising and career life planning. Rowan University, New Jersey, has counselors trained to provide academic and career life planning in one advising session. Several sources found in a…

In the methodology called "literature-driven integrated language arts," the words "literature-driven" describe an instructional approach that uses entire pieces of literature (short stories, novels, poems, etc.) as the stimuli for a language arts program. The aim of literature-driven instruction is to engage the affective character of the text, as…