Provides six fully developed library media activities that are designed to be used with specific curriculum units in guidance, reading/language arts, science, and social studies. Library media skills objectives, curriculum objectives, grade levels, instructional roles, activity and procedures for completion, evaluation, and follow-up are described…

Presents six curriculum guides for art, social studies, reading/language arts, and science. Each one identifies library media skills objectives, curriculum objectives, grade levels, resources, and instructional roles. Also provided are a description and evaluation of the activity, and suggested follow-up activities. (AEF)

This high school language arts teacher combined the ideas of Total Quality Management (TQM) with traditional and cooperative learning techniques in his Journalism I class. Students used the process to create a quality paper. Students exhibited fewer behavior problems and greater interest, enthusiasm, and pride in their work. (JB)

Study evaluates the assumption that when preservice teachers' subject matter knowledge is enhanced by formal psychological understanding of learners, superior instruction results. Analyzing preservice language arts teachers' responses to a student's request for feedback about his poem found that formalist thinking predominated over instructional…

Provides six fully developed library media activities that are designed to be used with specific curriculum units in art, music, reading/language arts, science, and social studies. Library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, evaluation, and follow-up are described for each activity. (LRW)

Describes the Teachers as Readers (TAR) program, established by the Association of American Publishers in 1992 to encourage teachers and administrators to read current children's and young adult trade books and to use them in their language arts program. Nearly 600 TAR groups nationwide meet periodically to read and discuss books for use in their…

Maintains that partnering history and social studies with mathematics, science, and language arts provides opportunities for relevant and meaningful history. Argues that chronology is the single most important unifying factor in history. Asserts that teachers must engage students in the why and how of history. (CFR)

Examines the role of storytelling as a medium for promoting language development and cognitive growth in a preschool setting. Gives a rationale for including interactive storytelling in language curriculum and suggestions for its effective use. Underlines that story presentation helps children experience the world as a whole, makes lessons…

Two university educators use reflective dialogue to discuss processes they went through in understanding the political nature and assumptions of their own pedagogical practices as they searched for methods which would promote teacher empowerment and actively involve students in shaping course curriculum for a language arts class they team taught.…

Traces the growth of a traditional classroom teacher working with children, aged 9-12, in an informal after-school drama program. Discusses dramatics teaching strategies, the use of imaging, empowering children to create, and the development of language through use in a purposeful context. Contains 22 references. (Author/SV)

Provides seven fully developed library media activities that are designed to be used with specific curriculum units in art, language arts, science, and social studies. Library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for completion, evaluation, and follow-up are described…

This continuation of an earlier article that described computer-based speech recognition products focuses on future hardware and software predictions. Highlights include effects that speech input/output could have on teaching language arts in elementary and secondary schools; changes in thought processing factors; use by the physically…

The results of a survey conducted on the background, education, attitudes, and practices of North Carolina's elementary teachers to develop a statewide inservice program are presented. Elementary teachers' perceptions of teaching language arts, social studies, mathematics, and science; use of instructional materials; and experiences and needs for…

Searches for some precision in the discourse of whole language with respect to the role of the teacher as expressed in words such as empowerment, control, predictability, and authenticity. Observes and interprets the practice of two successful whole language teachers to refine understandings of these concepts as they are enacted in classrooms. (MG)

Identifies factors, both helpful and obstructive, influencing teachers' transition from basal to a whole-language curriculum. Observations from two first-grade classrooms and interviews with school principals and two classroom teachers (one whole-language veteran and the other in transition into whole language) are evaluated. (GLR)