This ERIC "FAST Bib" provides annotations of ERIC documents and journal articles that address the question of how to balance two opposing forces operating in today's schools, i.e., the forces of change and complacency, to establish an exemplary language arts curriculum that is a reality and not just a theoretical mirage. The 18…

Argues that teachers, principals, and supervisors must determine the present status of the language arts curriculum, as well as other curriculum areas in the school setting. (RB)

The three paradigms developed in this collection of essays represent especially fertile areas for language arts curriculum development at all grade levels. Intended to assist those educators who wish to see the implications of each type of curriculum spelled out in practical detail at every grade level, the book also is meant to be a resource for…

Explores the relationship between language arts and social studies in terms of subject integration and the established school curriculum. States that this integration helps students achieve a variety of goals and skills. Hypothetical situations taken from Alberta provincial curriculum guides are used to explore the merits and disadvantages of…

Describes how a group of third-grade teachers engaged in meaningful and useful curriculum development in the language arts, starting with a belief statement, and moving to program outcomes, integrated topics, specific objectives, and student exhibitions and portfolios. (SR)

This article presents four Idea-Sparkers that were submitted by Jason McKinney, a graduate student at Southern Mississippi University and a 1st-grade teacher at Pisgah Elementary in Hattiesburg, Mississippi. First is entitled, "Raceway in the Classroom." This activity can help increase children's fluency and ability to identify numerous…

This appendix accompanies "Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report." This appendix contains the full bibliography of all research and policy documents consulted during the development of the ten research domains and three…

Teachers involved in developing curriculum materials were more aware and critical of their own effectiveness in the classroom.

This paper explores language-related content in the context of past, present, and future elementary schools, contrasts definitions formulated by educational specialists, and cites recommendations for the training of teachers. (Editor)

This paper discusses articulating the language arts curriculum. Articulating the language arts curriculum is talking about it to and with peers, with students, and with oneself. It is argued that this dialogue and internal searching for a directional sense for the language arts curriculum is actually the basis for the curriculum itself. Language…

This handbook has been designed to serve as a resource book to familiarize teachers with the basics of nongrading. The opening chapter provides the general rationale, followed by a concise explanation of the philosophy and theory of nongradedness. Other chapters deal with the need for nongradedness and its implementation, the role of the teacher,…

This book is an annotated list of curriculum guides in the language arts which have been recommended by the Committee on Curriculum Bulletins of the National Council of Teachers of English. The guides are voluntarily submitted to the committee for evaluation and review, and those selected best exemplify good curriculum planning and guide writing…