Examined how a statewide reform initiative, when considered a professional development opportunity, impacted teachers' capabilities to become change agents and how district contexts shaped the development of these capabilities. Interview and artifact data indicated that teachers experienced changes in personal literacy practices and views of…

Presents an annotated bibliography of the most recent middle school literature as it relates most directly to English language arts. Consists of only book-length publications published from 1990-2002. Presents annotations of 32 titles categorized into three related sections: general middle school issues; resources for teaching middle school…

Reviews materials from Multiscore, a criterion-referenced testing service which produces tests tailored to particular schools or districts from its item bank of more than 20,000 multiple-choice items. Discusses technical considerations, use of Multiscore in local school districts, and evaluation and conclusions. (SR)

Although the whole language perspective requires no money, it does involve "kid watching," or knowledge of individual class members and their interests. As the experiences of two elementary teachers illustrate, educators need only look to their own backyards and to past/present historical events for rich instructional material. Includes three…

Presents 13 books which were suggested by teachers in response to the question: "What adult novel published during the 1980s would you recommend in your classroom?" Includes annotations for each book which describe it and its effects in the classroom. (SR)

Discusses, in the form of a dialogue between parents and teacher, the relationship of listening to speaking, reading, and writing. Describes several classroom techniques to reinforce listening for a purpose. (SR)

Looks at the dreams, anxieties, confusions, satisfactions, and aspirations of the many worlds of childhood and at the professional materials that can help teachers to reach those worlds. Reviews six resources for professional materials and four resources for instructional materials. (MG)

Analyzes the cost of reading and language arts seatwork materials for second-graders. Reports that while a considerable amount of time and money is being spent on seatwork materials, they do not seem to be effective activities for developing reading abilities. (MM)

Talks with students who share their thoughts and ideas about classroom environments which foster writing for learning. Discusses how teachers influence and affect students' writing environments. (MG)

Questionnaire responses of 53 college faculty members in English language arts were used to construct a profile of the teaching faculty according to the sociological model of professions of S. Ball (1985). Information about an additional 57 faculty members was obtained. Ways results differed from Ball's findings are discussed. (SLD)

Describes different methods of giving parents information about changes that take place when a school system implements the whole language approach. Observes that the natural mistrust and uncertainty associated with change can be eliminated when students have positive attitudes toward their learning experiences. (MM)

Provides six fully developed library media activities to be used in conjunction with specific curriculum units in reading/language arts, science, and social studies. Objectives, curriculum objectives, resources, instructional roles, activities and procedures for completion, evaluation, and follow-up are described for each activity. (MES)

Recommends four resources (including basal materials) to use when designing reading-language arts curricula for classroom or school districts. (MG)

Describes the teaching approach and materials in "Origins," a book about word origins and how to teach them to elementary students. Notes that this book includes step-by-step activities, a brief history of the English language, relevant poetry examples, and several writing ideas. (MM)

Asserts that a major challenge in the language arts curriculum is to continue including expressive oral language activities amid requirements for more written-language activities. Claims that there are three tasks for curriculum workers interested in oral language: develop rationales; plan curriculum sequences; and implement evaluation of…