Uses both the findings of formal research studies and the observations of sensitive teachers to illustrate the power of language for helping children gain control over, and put their mark upon, their surroundings. (HTH)

Notes that lesson plans in English classes are unlike those in many disciplines, because the human factors involved often cause unpredictable elements. Points out that fantasy and spiritual inspiration often come into play when teachers put together language arts lesson plans. (SKC)

Focuses on the staff development process and describes a project in which a group of teachers explored barriers to teachers' use of research-based practices when teaching reading comprehension. Ends with an invitation for other teachers to engage in a similar process and to communicate their stories. (MG)

Reports on research that investigated students' perceptions of the purpose of certain whole-language strategy lessons. Concludes that, even in whole-language lessons, authenticity may be missing. Helps educators think more deeply about what literacy lessons should be like for students and how instruction can help develop students' strategies while…

Calls for resolution of the ambiguities and contradictions of the language and the practices of whole language. Attempts to elucidate conflicting conceptions and practices among whole-language advocates and thereby make whole language even stronger. (MG)

Offers descriptions of classroom experiences that support the theories behind writing as a process, a holistic approach to language acquisition, and Piagetian "egocentric" thinking. (SRT)

Shares the experiences of one teacher as she implements process writing in her classroom. (MG)

Contributors discuss (1) the role of teacher explanation, (2) packaged teaching programs, and (3) motivating children to write poetry. (FL)

Discusses the differing viewpoints of a classroom teacher and a researcher on the use of small groups as a teaching technique to illustrate the conflict between the researcher/teacher perspectives. (HTH)

Identifies key premises from whole language theory relative to (1) language and language acquisition; (2) reading and writing processes; (3) teaching and learning; and (4) curriculum. Notes that these premises provide direct assistance to teachers in planning literature-based instruction. Discusses questions and underlying principles using…

Describes an alternative elementary school where teachers work together to offer dance as a complement to writing and the study of literature in a whole language approach. Encourages teachers to add new ideas to their curriculum, to use individual talents, and to collaborate with other teachers. (MS)

Shares how one teacher and her class of seventh graders learned to share and discuss literature through the notions of stances and instructional scaffolding. (MG)