Although the teaching of listening has been mandated in Alberta, Canada for nearly ten years, little assistance has been available to help teachers develop effective instructional strategies for teaching the subject. This paper describes the Calgary Listening Inquiry Project (CLIP), a collaborative action research project currently functioning in…

Often regarding the "great books" as too difficult for elementary school age children to comprehend, teachers have given students reading assignments that are less than challenging and have risked causing them to dislike reading because it is relatively uninteresting. However, it is possible to expose very young children to works such as…

Noting the powerful influence of writing skills on thinking skills, reading comprehension, and knowledge retention, this concept paper examines writing as it is used in the classroom, focusing specifically on the writing process. Following a rationale for teaching writing is a summary of related research that highlights practice as the most…

Recognizing the necessity of cooperation between human service organizations and schools in dealing with child abuse, a collaborative teacher inservice model has been developed in Calgary, Canada. In addition to staff development mechanisms in the Calgary school districts, the University of Calgary has established an inservice project on treatment…

Focusing on the role of language in learning, this paper discusses schemata and symbolic thinking that help students learn from unfamiliar experiences. The first part of the paper introduces the idea of symbolic thinking by comparing students encountering new ideas with convention-goers making their way around a new city. The section suggests that…

Defining readers theatre as a form of aesthetic communication that encompasses ensemble or group oral interpretation including dramatic production of literature, this annotated bibliography emphasizes traditional theory and practice. The 34-item bibliography cites material from the following types of sources and topics: (1) books and journals; (2)…

Emphasizing language as both medium and object of instruction, the articles in this focused journal issue promote the interaction of students' language and teachers' language as a means to increased student awareness of, and facility with, language. The first three articles provide a context, methodology, and evaluation framework for language…

Discusses the theoretical structure of Discipline Based Art Education (DBAE). Elaborates on the role of imagery for learning in all areas that involve perception, especially art history, art criticism, and aesthetic perception. (AEM)

Presents reading/writing units based on story grammar techniques and intended for students in grades one through six. (FL)

Discusses the use of story frames as a strategy for teaching reading comprehension to first grade students, and includes examples of student responses. (JC)

Examines the controversy over what should make up core curriculum and whether topics such as values clarification, visual literacy, thinking skills, and computer literacy should be included in such curriculum. (JC)

There are currently the following types of teacher thinking: (1) Preconception and Implicit Theories; (2) Planning and Reflection; and (3) Dilemmas and Uncertainty. Teacher educators should consult with researchers and ask better questions of themselves and their arts in order to better prepare teachers. (Author/BJV)

After describing the pros and cons of reduced class size, this article evaluates the effectiveness of a pilot project sponsored by the Indiana Department of Education to reduce the size of its primary grade classes. Methodology and results are presented and discussed. (JL)

Describes a four-year Follow-Through Research Project that investigates the effects of a comprehensive staff development program, based on Madeline Hunter's Instructional Theory into Practice Model, designed to improve instruction on student engaged rates and achievement in reading and mathematics. (Author/HOD)

Shares the experiences of a teacher educator who, upon teaching language arts every Tuesday and Thursday afternoon for a year, observed numerous reading and writing language experiences. (HOD)