Explores the sensory and emotional aspects of attention and their implications for teaching, learning, and research. Uses poetry and autobiographical information to explore ways to teach attention and the relationship between attention and art. (SK)

Indicates in poetic form the author's doubts about electronic devices that emphasize spelling drills; notes her preference for instruction based on patterns of language. (GT)

Presents a fictional tale of one adolescent boy's experiences with the Christmas holiday. Tells how the boy's attitude was changed by various experiences surrounding the holiday. (HB)

Gives advice for the beginning teacher by narrating the experiences of one teacher's childhood and explaining how these experiences shaped the teacher's professional outlook. Concentrates on one of the teacher's memories of his childhood experiences with his grandmother. (HB)

Shows how poetry can be used to bridge the gap between social studies and the humanities. Demonstrates that poems about Japan can provide a more comprehensive understanding of Japanese history, culture, and psychology than could the objective truths provided by social studies in that area. Includes a lesson outline and several poems. (AEM)

Emphasizes attention to the sound of a poem in both teaching and writing poetry. Provides selected poems written by students and teachers. (JT)

Presents a simulated dialog among an art teacher, a school principal, and a school board member on student evaluation. Discusses issues related to the evaluation of art products as opposed to evaluation of student learning in art history and art criticism. Outlines issues of evaluating student creativity. (CFR)

This essay--an example of narrative inquiry--draws on a fictional account of Merlyn the Magician acting as tutor to young King Arthur to illuminate the author's own experiences as a student and teacher. Those experiences are starkly contrasted in method and intent. On the one hand, stern Mr. Thompson with his white lab coat, map of the leaf, and…