Teaching can no longer be defined as going into the classroom, shutting the door, and doing an exemplary job. Teachers--especially teachers of English--can and should have an influence upon the curriculum by assuming responsibility for purposes, programs, and progress made. (Author/TE)

Offers annotated citations for several recent ERIC documents concerning how children think and learn and how those involved with them can assist in the development of these processes. (RH)

Describes an adaptation of a television quiz show that was used as an introductory inservice session to help defuse potential teacher antagonism and resistance to a new reading method about to be implemented in a demonstration school. Includes questions used in the game. (FL)

This book offers essential guidance to preservice and inservice teachers seeking to create, revise, and/or add new strategies to the teaching of the language arts block. The book's focus is on how to implement effective strategies in the context of a well-planned classroom and smoothly choreographed daily schedule. A series of case studies in the…

Sixth grade marks the transition to middle school and, for many students, the transition to early adolescence. The sixth-grade classroom is a place where problem-solving and abstract thinking skills can flourish as teachers devise creative ways to integrate language arts with effective content-area instruction. This book walks the reader through…

This study focuses on how a statewide reform initiative, when envisioned as a professional development opportunity, affected teachers' capacities to become change-agents in their classrooms and districts, and how individual district contexts shaped the development of those capacities. The interview and artifactual data used for this study were…

This study investigated whether individual change over time in mathematics and language differs from student to student and whether individual parameters of each of these domains were related within domain. The study also attempted to gain an understanding of individual change in student academic achievement through the application of one of the…

At the request of the Superintendent of the Montgomery County, Maryland, Public School System (MCPS), Achieve conducted an evaluation of the MCPS K-12 Curriculum Frameworks and high school semester exams in English and mathematics. The review was designed to determine how well the MCPS Frameworks and exams align with Maryland state academic…

Based on the belief that language should be the central focus for study in the reading and language arts classroom, this collection presents 10 diverse viewpoints on language study in the middle school and secondary school. The collection is divided into the following areas: studying language through literature and the arts, using writing and…

About and for teachers, this book examines children's language acquisition from the time they are born throughout the years of schooling. It tracks first and second language acquisition from birth through the school years using the experiences of a number of different children to exemplify stages and sequences of development. Chapters in the book…

This paper describes the Indiana Professional Standards Board and nine standards for English/language arts teachers. An extensive preface discusses the board, fulfilling the board's mission, a unified system of quality assurance, the core standards, the standards development process, and the standards assessment process. The nine standards…

A study examined the effects of a remediation program initiated at Chauncey Rose Middle School, Terre Haute, Indiana, during the 1996-97 school year. After the ISTEP test was administered to the sixth-grade class, a pull-out program for remediation was started the following year using grant monies. Subjects were 14 sixth graders, selected because…

A practicum project implemented a developmentally appropriate intervention to increase school success for at-risk children in kindergarten through grade 3. Two corollary aims of the project were to determine the causes of at-risk status before retention or school failure occurs, and to involve parents in their children's educational process. An…

The 1998-99 school year marked the 19th year of statewide student testing under the Arizona Student Achievement Program. In this school year, students were tested using the Stanford Achievement Test, Ninth Edition (Stanford9). This test was administered to 593,872 Arizona students in grades 2 through 11 during the spring of 1999. Three subtests in…

This document presents, in tabular form, results for the Wisconsin Knowledge and Concepts Examinations for grade 4, spring 2000 (the 1999-2000 school year). Results are presented for the state's total fourth grade population eligible to be tested and for each school district and school in Wisconsin. Test results are reported for reading, language…