Analyzes 161 cited and 177 uncited articles published in "Public Relations Review" (1975-93) to determine if 3 independent variables--research methods, type of statistics, and topics--influenced whether or not articles were cited in other research articles. Finds significant differences between quantitative and qualitative research methods but not…

Describes the authors' experiences teaching the "weeping women" archetype in the oral tale of "La Llorona," and involving students in the tradition of story telling and folklore. Shows how these activities helped to redefine "American" and "literature," to link diverse cultures and communities, and to introduce students to literary terminology and…

Describes how the author juxtaposes popular and classic literary texts in an introduction to literature course, structuring the course around a group of questions related to the difference between popular and so-called classic literature, leading students to consider important and complicated issues related to reading, interpreting, and evaluating…

Responds to an article in an earlier issue of this journal about using reading response in a college literature classroom. Argues that the use of reader-response theory with two-year college students requires some caution. (SR)

Studies students' writing, thinking, and cooperative processes in a research and argumentation class (part of a first-year composition sequence) working on a research assignment in small groups. Suggests ways to help students become more successful cooperative researchers. (SR)

Argues that adopting the bilingual model, teaching standard English, and encouraging students to cultivate their native dialects encourages diversity, individuality, creativity, and self-esteem while maintaining conventional standards. (SR)

Describes how the author, in 3 to 4 50-minute class sessions of an entry-level composition course, uses popular culture to help students understand and appreciate the use of irony. (SR)

Notes conflicting claims among traditional and feminist theories of composing styles, and poses many questions regarding what the legitimate aims and practices of the first-year college composition course are. (SR)

Shows how the writing of Asian American students often exhibits features that cause the students to be placed in ESL programs, but argues that these nonstandard forms should be seen as part of a dialect of English. Argues that teachers should be careful about assigning such students to ESL classes, which may be inappropriate and ineffective. (SR)

Presents five brief descriptions from two-year college teachers of writing activities that they have found to work well in their classrooms. (SR)

Explores the use of ethnographic case studies and cultural novels as a way to observe a group of people in a school setting and then use that knowledge for administrative decision making. The theory and process of incorporating a "novels" project into a course for future school administrators are discussed. (SLD)

Reviews research on organizational change and leader effectiveness, and argues that communication should be addressed formally in administrator and teacher preparation programs. An ongoing effort to develop a communication skills component of an administrator preparation program that incorporates problem-based learning is described. (SLD)

Although the prior teaching experience of students of educational administration is usually ignored for purposes of program planning, the experience can be important in developing an administrative perspective. Drawing on conceptual change theory, a curriculum framework can be designed to foster the beginning stage of a cognitive shift during…

Describes the development and implementation of a class on the topic of school change. The class was organized using the precepts of problem-based learning, believing that this was an effective way to reflect the reality of the environment in which school change occurs. (SLD)

Three field-oriented, problem-based administrator preparation programs at the University of Colorado at Denver have provided opportunities and challenges. Student involvement in planning and conducting learning, collaboration among faculty and students, and use of performance-based learning outcomes and portfolio assessments are among the…