A kindergarten teacher narrates her classroom experiences with terror-stricken Spanish-American children after a devastating tornado. (AJ)

Author describes three one-day schools resulting from the extra effort to provide for the special requirements of handicapped students. (Editor/RY)

An examination of the nature and scope of theater training offered in Australian universities, professional schools and workshops. (RB)

Describes how a teacher sparked her students' interest in Henrik Ibsen's "A Doll's House" by having them conduct a classroom trial of the play's lead character. (JL)

Briefly discusses the potential of radio theater for high school drama. Sketches a modest equipment layout that will provide students with the fundamental combination of hardware and wires to produce audio drama. (PD)

Reviews the principal theories and practices in creative dramatics. Identifies three dominant approaches which have emerged in the U.S. and the United Kingdom and discusses their relationships and practical applications. (PD)

Presents criteria for selecting plays for secondary school theater programs to be presented to the public as well as to be studied or produced within the curriculum. Includes consideration of student needs and abilities, appropriateness, budget, and community standards. (JMF)

Highlights four items from the ERIC database in which teacher/directors describe high school theater and classroom productions of Masters'"Spoon River Anthology," Shakespeare, three Black theater dramatizations, and mime. Each offers creative suggestions for imitation. (JMF)

Presents the script of a Readers Theater production to complement a previous article on Bertholt Brecht in theory and practice (EJ 225 131). (JMF)

Explores acting in the lives of teens and urges teachers to consider acting as a "way in" to young adult literature for students. Proposes many ways of using acting in the reading of literature. (SR)

Considers whether dramatic play with toys would be as important for beginning readers and whether it could be used to support their story writing. Discusses the introduction of toys to the writers' workshop. Considers how to reflect on the physical world as a source for story ideas. (SG)