Describes a one-day workshop that prepares practicing teachers for designing and directing their own personal and professional development using experiences and resources on the job. (Author/MLF)

Reviews the state-of-the-art on instructional theory and says that the effort to build a well-defined, verifiable, and useful theory of instruction should continue. (Author/MLF)

The author responds to comments about his theory of instruction. (MLF)

Last year Marian Leibowitz presented workshops in 27 states on improving instruction for gifted and talented students. In this interview she gives an overview of what she has seen in programs around the country. (Author/MLF)

Reviews the current state-of-the-art of research on the gifted. (MLF)

This review focuses on the areas of research that have the greatest relevance for bilingual programs: sociolinguistics and bilingualism, second language learning, sociocultural factors, and effectiveness of bilingual education. (Author/MLF)

Twenty true-false statements are discussed as a way of presenting the scientific knowledge base on which school programs for developing literacy can be built. (Author/MLF)

New understandings of the human brain can be used to make quantum jumps in achieved learning. Sweeping changes need to be made in school organization, learning concepts, settings, and techniques. (Author/MLF)

Seven key generalizations based on research findings from the study of children's language offer specific implications for classroom instruction and for instructional policy formulation and decision making. (Author/MLF)

Classrooms in two schools were observed to assess opportunities for language learning in the total classroom environment. Observers found that most classroom language is neither spontaneous nor purposeful. (Author/MLF)

Classroom observation of reading and social studies instruction shows that little attention is given to teaching comprehension. Teachers are mentioners, assignment-givers, and interrogators. (Author/MLF)

In Exemplary Center for Reading Instruction (ECRI) classrooms, teachers are given directives for teaching and testing literal, inferential, critical, and creative comprehension to help students understand what they read. (Author/MLF)

A summary of research findings on the writing process reveals a number of distinct stages and the recognition that errors are a natural part of learning and often indicate progress rather than failure. Writing evaluation and inservice education programs are discussed. (Author/MLF)

To become better writers, children need opportunities to write and freedom to let their ideas flow. Two schools in Atlanta (Georgia) have followed this principle with successful results. (Author/MLF)

A curriculum coordinator describes the benefits of his experiences during four weeks in the Exeter Writing Project in New Hampshire. (MLF)