Descriptor
Source
| Language Arts | 7 |
Author
| Brazee, Phyllis E. | 1 |
| Farris, Pamela J. | 1 |
| Goodman, Kenneth S. | 1 |
| Kucer, Stephen B. | 1 |
| Lamme, Linda Leonard | 1 |
| Ledbetter, Linda | 1 |
| Linek, Wayne M. | 1 |
| Salvage, G. Joyce | 1 |
| Wollman-Bonilla, Julie E. | 1 |
Publication Type
| Journal Articles | 7 |
| Opinion Papers | 5 |
| Guides - Classroom - Teacher | 3 |
| Reports - Research | 2 |
| Guides - Non-Classroom | 1 |
| Reports - Evaluative | 1 |
Education Level
Audience
Location
| Florida | 1 |
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What Works Clearinghouse Rating
Peer reviewedFarris, Pamela J. – Language Arts, 1991
Discusses the issue of handwriting instruction through the whole language philosophy and direct instruction methods. States the approaches that each teaching method would use. (MG)
Descriptors: Conventional Instruction, Elementary Education, Handwriting, Whole Language Approach
Peer reviewedLinek, Wayne M. – Language Arts, 1991
Identifies the need to resolve inconsistencies between the whole language teaching approach and school, district, or state grading and evaluation policies. Suggests attempting to bring the inconsistencies to light while also undertaking individual, group, and criteria comparison. Discusses data collection techniques which can help achieve these…
Descriptors: Class Organization, Data Collection, Elementary Education, Grading
Peer reviewedWollman-Bonilla, Julie E. – Language Arts, 1991
Describes a collaborative professional development project designed to bring whole language knowledge to more classroom teachers. Discusses one staff developer's work with a second grade teacher. Argues that staff developers must (1) know and respect teachers; (2) provide ongoing support; and (3) link theory and practice. Concludes that staff…
Descriptors: Case Studies, Faculty Development, Grade 2, Inservice Teacher Education
Peer reviewedGoodman, Kenneth S. – Language Arts, 1992
Discusses changes in textbook publishing, attendance at professional meetings, media coverage, and the response of the "testing community" that demonstrate that whole language has become the agenda of education. Discusses the transactional view of writing, social/personal views of learning, teachers redefining themselves and their relations to…
Descriptors: Educational Trends, Elementary Secondary Education, Politics of Education, Publishing Industry
Peer reviewedKucer, Stephen B. – Language Arts, 1998
Explores the different responses to a whole-language curriculum of two average third-grade students. Describes the teacher and the curriculum, and the contrasting literacy behaviors of the students. Discusses how this year-long observation challenged the author's beliefs about children's need for whole-language instruction. (SR)
Descriptors: Classroom Research, Instructional Effectiveness, Primary Education, Reading Instruction
Peer reviewedSalvage, G. Joyce; Brazee, Phyllis E. – Language Arts, 1991
Argues that typical language arts instruction for special education children is misguided because it emphasizes identifying and remediating deficiencies in individual children. Offers a model for teaching at-risk children that applies whole language principles and practices to meet the needs of special education students. (MG)
Descriptors: Educational Needs, Educational Strategies, Elementary Education, High Risk Students
Peer reviewedLamme, Linda Leonard; Ledbetter, Linda – Language Arts, 1990
Shares examples from Florida elementary schools that show what happens when librarians and teachers collaborate in language arts curriculum and instruction. Outlines practices that enhance the development of selecting books and using libraries. (MG)
Descriptors: Case Studies, Childrens Literature, Elementary Education, Librarians
