Describes a class project in which students solicited the opinions of famous and important people concerning the issue of nuclear war. The project taught students the process of inquiry and critical thinking. (HTH)

Discusses the Teaching Act Model and the very complex set of contexts that determines why each teacher does what she or he does and that makes the appropriateness and effectiveness of those decisions not completely determinable by observation alone. (HTH)

A preliminary classroom study is reported in which learning disabled intermediate students participated in a holistic approach that combined the process approach to writing with the word processing capabilities of the microcomputer. Results suggested that improved written language skills on the computer transfer to pencil-and-paper tasks. (CL)

Offers suggestions for use in evaluating word processing programs for writing instruction. Provides an evaluation form. (FL)

Discusses six ERIC documents reporting computer applications in reading and language arts. (FL)

The craft of writing is accessible to everyone. To revive it will require that students learn more--read more history and literature and philosophy--and think about problems and the ways human beings have responded to the universal dilemmas of life. (MLW)

Do the characteristics of English, as presently conceived warrant the position of importance in the average curriculum that English now commands? Might not another concept of language prove more fruitful for instructional purposes and more relevant to present conditions? Author attempts to answer these questions. (Author/RK)

Team writing and shared ideas are interpersonal experiences that motivate children to write. (JH)

This book gathers 25 essays and 80 shorter excerpts from the past 25 years of the K-8 journal "Language Arts." Essays in the book begin with (1) "Introduction" (Sharon Murphy and Curt Dudley-Marling). Under Section I--Opening Contexts for Thinking about Teaching the Language Arts--are the following essays: (2) "How…

This book adopts a questioning approach to studying history in which students become biographers who read, discuss, research, and write books about their subjects, providing their own original interpretations of the facts. By digging into the past and reflecting on what they have learned, students get involved in the process and are eager to do it…

This report describes the technical quality of a measure of the quality of classroom assignments piloted in the Los Angeles Unified School District's proposed new accountability system. The measure was developed by the Center for Research on Evaluation, Standards, and Student Testing (CRESST). For the study, 181 teachers were sampled from 35…

This book provides practical strategies for K-6 teachers for using nonfiction trade books in language arts and content area instruction. Research-based classroom-tested ideas are spelled out to help teachers: select from among the many quality nonfiction trade books available; incorporate nonfiction into the classroom; work with students to…

This book presents a critique of urban school reform that emerges from an exploration of three avenues: learning from the country's long history of previous attempts at reform, listening seriously to the voices of urban practitioners, and going beyond best practices in pedagogy and school organization to view reform in the larger, more…