Reviews the history of education in the United States, focusing on student control opportunities in writing instruction. Observes that, contrary to literature on the subject, student ownership of written work may not always be the appropriate or best possible alternative. (MM)

Focuses on what the authors have learned from six exemplary teachers of writing who teach within high-stakes accountability systems. Notes that based on what they have seen in the teachers' classrooms and discussed with them and their students, their response to the reality of high-stakes testing is the need to "teach true and to the test in…

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)

Describes the experiences of one recipient of a teacher researcher grant from the National Council of Teachers of English as her research began to inform her teaching and her teaching influenced her research. (SRT)

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)

Explores several concepts relevant to instructional materials that emerged from seminars sponsored by the National Council of Teachers of English and the International Reading Association. Describes how basal readers--so prevalent in instruction--fall short of these concepts, and what can be done to improve instruction. (HTH)

Examines computer modeling of the reading process and the instructional technology of basals, the two pillars of Marilyn Adams text, "Beginning to Read: Thinking and Learning about Print." Explains why the author believes Adams is fundamentally wrong in her theoretical approach to reading instruction. (MG)

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)

Laments the discrepancy between the process approach to reading and writing instruction advocated in research and the skills approach manifested in homework assignments. Decries the unsatisfactory role this kind of homework forces parents to assume. (HTH)

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)