Applies principles of whole-language instruction to the teaching of sign language skills. Emphasis is on the holistic use of sign language in natural communicative situations. Some materials for this approach to sign language instruction are suggested. (DB)

This paper describes development of the whole language movement and the writing-process movement. It outlines 10 principles shared by both movements, such as the role of prediction, function before form, and integrated use of cuing systems. Implications for language specialists working with language-disordered students are addressed. (JDD)

This overview of several programs, techniques, and approaches related to improving schools and student learning includes brief outlines of restructuring, effective schools, cooperative learning, whole language, technology, multiple intelligences, the Coalition of Essential Schools, the Accelerated Schools Project, the School Development Program,…

This brief bulletin addresses seven "myths" of tracking or ability grouping with gifted students in response to what is seen as a current movement against both ability grouping and tracking, which are characterized by the "anti-tracking" movement as inflexible and unaccommodating of a varied schedule. The following myths are countered: (1)…

This paper reviews the literature on the teacher's role in mediating learning for students with learning disabilities in whole language instructional programs, with specific emphasis on teaching students the parts of language and generalizing this knowledge to various contexts. Principles identified in the review include the following: the dynamic…

The 13 essays in this book examine the theory of constructivism in relation to teaching and learning. The first section provides an account of the epistemological, psychological, and sociocultural research that serves as the theoretical basis of constructivism, and includes the following chapters: "Introduction: Aspects of Constructivism" (Ernst…