This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 titles deal with the following topics: (1) teacher training of bilingual teacher aides; (2) teaching strategies for secondary school English teachers; (3) the effectiveness of inservice training that used the publication "Teaching Early Reading"; (4) individualized versus group inservice education for elementary school teachers; (5) sex of speaker-listener in preschool teachers' language usage; (6) the composing processes of prospective elementary teachers; (7) the language attitudes of English teachers at two-year colleges in Alabama; (8) the effects of male versus female teachers on primary students' mathematics and reading achievement; (9) preservice and inservice teachers' perceptions of the reading process; (10) stages of concerns of secondary school English teachers during the adoption of minimum competency testing; (11) school desegregation and teacher attitude toward the nonstandard black dialect; (12) strategies to develop selected skills in bilingual-bicultural preservice teachers; (13) inservice training in oral reading assessment; (14) the effects of arts experience and group discussion during prewriting on the composing processes of preservice teachers; and (15) high school English teachers' response style preferences. (RL)