Presents a brief annotated bibliography of books, periodicals, and other resources for teachers when incorporating computers into English/language arts courses. (MM)

Examines several factors limiting the implementation of the whole language approach, including mystification of the concept, lack of parent involvement, and overzealous implementation. Discusses ways to avoid these problems. (MM)

Describes how teachers can demonstrate love for their students. Relates anecdotes showing loving interactions between students and teachers. (MM)

Basic concepts and skills which can be included in a K-six career awareness curriculum are outlined, teaching techniques discussed, and examples of learning activities presented. Emphasis is on integrating career awareness into academic coursework. (IAH)

Interviews Joseph Papp, director and founder of the New York Shakespeare Festival. Discusses how to teach Shakespeare to high school students. (MM)

Relates the author's observations of her third- and fourth-grade class as they studied the history of language, inventing primitive languages as part of their study of early man. (MM)

A four-week third-grade class study of the Summer Olympics is described. Activities for studying the host and participating countries were incorporated through map, social studies, art, mathematics, and language arts activities. (CB)

Examines HyperCard materials (computer software used to build structures that create patterns and connections) specifically designed for English and language arts classes. (MM)

Describes an approach that adds literature and related activities to language arts programs. Emphasizes connections--between ideas in a book and ideas in students' heads, between what they are reading and what they are struggling to write, and among topics. (SR)

Identifies eight resources that help educators extend and enrich the literacy experiences of students through the weaving of drama, music, and the visual arts into responses to literature, writing, and other areas of the curriculum. (RS)

Describes the experiences of teachers (n=7) and science-oriented experts (n=20) involved in the Elementary Science Integration Project designed to promote science as central to cross-curricular studies. Results revealed the influence of teachers' scholarly and pedagogical orientations on the way they think about science-language-arts connections.…

Suggests that extracurricular activities have come about in part to appease the guilt of English teachers who, though in love with language, have had to do horrible things to it to meet institutional needs. Reviews the redeeming qualities of student newspapers and drama projects. (TB)

Presents extracts from the Preface of the National Board for Professional Teaching Standards Early Adolescence/English Language Arts Standards. Discusses the educational context, the young adolescent in context, the philosophical context, and the standards format. Presents the 14 standards. (SR)

Presents annotations of 13 conference papers, books, and journal articles (published between 1988 and 1992) that serve as a starting point for an integrated study or writing unit exploring the use of oral narratives to link language and literacy. (RS)

Describes a conversation with a versatile children's artist and writer during a visit to his home on an island off the coast of Maine. Shares his experiences on the power of using and integrating poetry and art in writing. (BAC)