Reviews 9 books that reflect the ideas of teachers and researchers who have been successful in developing classroom practices based on holistic theory and have moved beyond process to explore new frontiers in writing. (RS)

Describes a workshop used in teacher development programs to help teachers know what to look for when assessing a students ability to speak English. Also examined is how the selection and weighting of those criteria should depend on the circumstances in which the test takes place. (11 references) (JL)

Describes the services of the Appalachian Mental Health Center in Elkins, West Virginia. Services include a school for emotionally disturbed teenagers, an Adult Training Center, a preschool for developmental disabilities, a public inebriate shelter, a crisis center for teens, a small prison counseling program, and long-term counseling for drug and…

Asserts that inservice education for reading teachers needs to be improved. Suggests guidelines for administrators and consultants that focus on meeting the perceived needs of reading teachers while striving to make inservice both relevant and effective. States that administrators should involve teachers directly to ensure that their greatest…

Includes the keynote address by Betsy Hearne as well as reports on workshops held as part of the conference on children's literature. Topics discussed include children's poetry, books for children learning how to read, pictures in nonfiction, the child and myth, oral tradition, storytellers, folk motifs, and illustrations and illustrators. Remarks…

Describes the New Jersey Writing Project, a total immersion in writing, theory, and practices offered as two three-credit summer courses at Rutgers University. Suggests that the power and authority people gain from writing workshops is so dramatic that once teachers have experienced it they have no choice but to learn to use workshops in their own…

Presents six teachers' responses to the "Private Eye" workshop (which encourages thinking by analogy and incorporating writing in many forms into content area teaching). Notes that the workshop was described in two articles in the November/December 1993 issue of this journal. Notes the energy that flows out of the teachers' writing about…

Details some of the activities undertaken by members of a high school English department who began exchanging their own writing with each other. Argues that this is a stimulating and learning experience that improves both writing and instruction. (HB)

One-day groundwater education workshops held to educate soil conservation personnel were assessed for effect on participant knowledge using a quasiexperimental design. Participants were tested on their groundwater knowledge and attitude toward groundwater conservation before and after the training. Participant scores improved significantly in only…

Presents definitions of mentoring, advice, suggestions, policy recommendations, and administrative responses resulting from a series of workshops on mentoring female graduate students and related subsequent mentoring activities. Contains 18 references. (DDR)

Describes a one-day Teaching Skills Training Program to train paraprofessional school personnel working with students with severe disabilities. The program focuses on four basic teaching competencies: task analysis, least-to-most assistive prompting, reinforcement, and error correction. The training format incorporates a classroom-based component,…

Describes how a kindergarten teacher implemented a readers' workshop in his class. Describes children's enthusiasm, and shows how it gives the teacher time for quality interaction with all students, and gives students the chance to voice literary opinions and share their enjoyment of books. (SR)

Career service practitioners can address the career needs of students with disabilities in several ways: include disability-specific information in all job search and career planning workshops; develop self-contained programs for students with disabilities; view the job search from the student's perspective; and provide role models for students.…

A workshop showed clinical faculty how to evaluate marginal or borderline students by identifying problems, gathering data, and designing interventions. Case scenarios demonstrated how to deal with the stress of assessing marginal students. (SK)

Describes a conflict management workshop for graduate teaching assistants, including the workshop's rationale, a detailed plan of such a workshop, and results of a survey of participants (n=20) that shows improved perceived ability to deal effectively with conflict. Workshop handouts are appended. (DB)