Defends improvisational drama as a means of promoting creative problem solving and describes the author's experience as a creative dramatics teacher at an inner-city school. (DD)

Discusses potential microcomputer applications in the language arts classroom, including computer assisted instruction, computer managed instruction, and information processing. Examines several disadvantages of the current technology such as its emphasis on visual skills at the expense of oral language. (HTH)

Tells a story of woodcrafters' city as a metaphor for testing and learning in today's educational system. Considers the structure of organized education addressing standards, logic and science. (SG)

Describes how a remedial instructor joined forces with a regular classroom teacher and developed learning contexts that would enable students with learning difficulties to experience success at academic tasks through shared learning. (HTH)

Examines the differences between writing research conducted in England and that conducted in Canada and North America. Discusses how educators and researchers have used their observations to derive a pedagogy and have done so much too rapidly. (HTH)

Describes how a group of Texas teacher educators use story to examine their teaching decisions in the face of a test-driven curriculum. Notes that their stories reflect their responses to pressures to create curriculum that imitates the test rather than remaining learner-centered. (SG)

In this article, the author relates the effectiveness of using poetry in his classroom. He relates how students who initially thought poetry as "sappy" have somehow changed their perceptions as they begin to learn more about it. Through various poems, these students came to see how poetry can be a catalyst for a provocative inquiry…

Describes various ways of using children's questions as windows on their understandings and approaches to reading and writing tasks. Suggests that children need to know that questions are not signs of failure. (MM)

Claims that although a child-oriented classroom is organized by the teacher, the curriculum is enacted by everyone, and that dialogues in which teachers and children develop together provides the core of this enactment. (MM)