Discusses the author's thoughts prior to, during, and after a literacy workshop for parents. Argues that parents want and need to play a stronger role in their children's education, and that educators and researchers need to find a different kind of language to communicate better with parents. (JAD)

Continues an exchange begun with the authors' April 1991 article in the same journal about a writers' workshop in one author's elementary school classroom. Describes her continuing process of questioning and strengthening a workshop approach to writing instruction. (SR)

Discusses three problem areas that frequently develop when process writing is implemented in the classroom. Discusses problematic practices and suggests positive alternatives. (SR)

Questionnaires, interviews, and nonformal education workshops involved 200 female participants in 4 Caribbean and 4 South Pacific countries. Women had opportunities to participate in education and training, and programs contributed to their personal and political empowerment. However, there was a tendency to offer programs as isolated events and…

Describes a summer reading enrichment program that used whole language methodology and represented a collaboration between the Learning Institute of the Jewish Community Center on Staten Island, New York, and the Staten Island Children's Museum. Discusses getting started at the exhibit, program format, program evaluation, and recommendations for…

Describes how an elementary teacher developed a daily writer's workshop. Suggestions for finding time to write include reducing use of workbooks and skillsheets, looking for redundancy in curriculum programs, concentrating on writing for a shortened period of the school year, and creating time-saving instructional strategies. (SM)

During 1989-90, the teachers of a failing innercity Ohio elementary school embarked on a year-long inservice training workshop. They identified character traits associated with a positive outlook toward life, developed course guides in character education for each grade level, and designed activities and strategies to challenge and motivate…

Inservice workshops employing simulation exercises can effectively provide school board training. Such training encourages board members to view problems from numerous perspectives, develop confidence, and build camaraderie. Problem-solving simulation steps are outlined, and six sample scenarios are offered for consideration. (MLH)

Male veterans (n=47) who were inpatient alcoholics participated in a study on job-finding skills. Compared to control subjects (n=24), subjects (n=23) who completed a job-finding skills workshop demonstrated better job interview skills and a higher employment rate at three-month followup, when 66 percent of experimental group were employed…

Discussion of the widespread use of CD-ROM technology in African countries lists reasons why CD-ROM is well suited to developing countries, including advantages for database distributors, users, and funding agencies; describes a 1990 Africa-wide CD-ROM conference; and addresses goals for a proposed clearinghouse and remaining problems with CD-ROM…

Describes a cultural exchange program that brought high school writing students to Russia in the spring of 1991 for a writing workshop. Discusses how the writing workshop led to the exchange of folklore, games, social conventions, and ideas between Russian and U.S. students. (PRA)

Describes a conferenced writing program in a suburban St. Louis high school. Asserts that this kind of instruction is not merely the utopian ideal of writing teachers but a method that can and should be implemented in all schools. (PRA)

Describes how students can help evaluate each other in discussion groups and how this improves their writing. Asserts that students appreciate the scrutiny of the conferences and take their own writing much more seriously as a result. Describes this technique in the context of a high school writing workshop. (PRA)

Describes the goals of the New Standards Project, and the first Writing Calibration Workshop at the Sagamore on Lake George in New York. Asserts that the workshop experiment shows that there is enough agreement among English teachers to consider developing a system of common standards that does not depend upon a single examination. (PRA)