Offers four essays containing suggestions from classroom teachers on using big books for sharing reading experiences; poems or paragraphs; an interdisciplinary unit of study for first graders around Tomie de Paola's "The Legend of the Indian Paintbrush"; and comparing film and text to build critical comprehension. (SR)

Continues questioning the position of the ethnographer as filmmaker in relation to those of whom the filmmaker speaks, while arguing that attention be given to the position of those to whom the filmmaker speaks. Refocuses attention on the effects of the ethnographic film in the place of its reception. (PRA)

Relates the author's experiences of salvaging items following the Grand Forks (North Dakota) flood of 1997. Highlights include restoring home movies, paper documents, and photographs; setting realistic recovery goals; and preserving document copies in other locations. A sidebar describes experiences of the public library in Elba (Alabama) after…

Advocates outcome-based teaching as a method to justify "unwarranted" field trips. Lists outcomes that may be associated with viewing the film "Titanic," such as "students will learn that iron will float--sometimes." (SR)

Claims that studying films of Shakespeare's plays as texts provides special opportunities for students to make cultural links between home and school. Presents numerous student activities designed to link the diversity of cultural experiences that teenagers bring to the classroom and common school literacy practices. (NH)

Discusses feature films as an educational technique for the instruction and development of perceptual, conceptual, and executive counseling skills in marriage and family counselor education curricula. Outlines the advantages for using films in counselor education and presents various strategies for using them in the classroom. (Contains 18…

Maintains that viewing should be incorporated as an integral element in whole language curricula. Suggests a number of activities for the secondary school language arts classroom, pertaining to specific tenets of the whole language approach. (TB)

Considers the study of film in the secondary curriculum. Discusses film selection and value: which movies are studied and what kind of notion of cultural value is taught. Notes how educators study film: what new kinds of visual literacy comes into play, how these are taught, what resources are needed, and what pedagogic traditions provide useful…

Reflects on the value of supplementing the reading of print fiction with the viewing of film and video in the English curriculum. Discusses intertextuality, media convergence, and multiliteracies. Notes use of the film "The Matrix" to bridge popular and classroom cultures. Explores the use of popular cultural texts in the contemporary…

Sketches an alternative, or perhaps an addition, to critical analysis and personal response. Notes the approach is historical and intertextual. Demonstrates this method using the popular television series "The X-Files." Shows how a description of a text can be built up through various kinds of research. Argues that historical and…

Discusses methods for incorporating live and videotape counseling sessions conducted by faculty into counseling programs to provide opportunities for students to learn through modeling. States that since there are no published studies reflecting the outcomes of utilizing faculty counseling sessions, decisions about providing observations should be…

Describes how one short silent film, "The Painted Lady," may be used to build language and content knowledge in English-as-a-second-language (ESL) courses. Provides a representative list of titles and corresponding content areas to assist instructors in their efforts to incorporate silent film into ESL courses. (SG)

Reports on a task in which students wrote scripts for a silent movie to consolidate their understanding of the subject of light. Considers the broader implications for effective task design, implementation, and review of this kind of writing. (Author/ASK)

This article describes the accomplishments of Derrick P. Alridge, Professor, Social Foundations of Education, University of Georgia-Athens. His research centers on the history and the study of the social and educational ideas of African American intellectuals, educators and social activists such as Du Bois, Woodson, Anna Julia Cooper and Nannie…

The purpose of this inquiry was to utilize the concept of "landscapes of teaching" in the analysis of a classic film about a venerated teacher, "Goodbye, Mr. Chips" (1939). First, the aim of the analysis is to provide insights into teacher development and to discuss the sacred and mystical dimensions of teaching (Craig, 1995). Second, the analysis…