Argues that students of all ages respond to the mystery, possibility, and adventure of science fiction and fantasy and should not be discouraged from reading in these genres under the pretense that they are "less grown up" than more "realistic" genres. Reviews a number of good science fiction books published from 1994-95. (TB)

Examines meanings of "pluralism." Suggests that the term sometimes carries a political meaning in its concern with diversity of groups, and sometimes carries a philosophical meaning in its celebration of different ways of thinking, reading, and writing. Notes that the two meanings are dependent on each other. (TB)

Maintains that whole language is not a prescriptive approach but a philosophy oriented toward student needs, inquiry, interaction, and, generally, "transaction" over "transmission." Discusses how a teacher becomes a whole language teacher, some of the difficulties of incorporating whole language into traditional curriculums, and the prospects for…

Describes the whole language "way of being" from the perspective of a department chair teaching remedial 9th-grade and honors 12th-grade students. Considers how whole language fits into standardized testing programs, what students take away from whole language, what its general characteristics are, and how it fits with student learning patterns…

Defines whole language as a spirit that provides shape or climate for a classroom by emphasizing the use of literature and activities that are experience or contextually based. Explains that whole language approaches strive for authentic or real situations in which learning comes naturally. Maintains that whole language is not just a trend. (TB)

Sets up a contrast between the traditional pedagogical practices in secondary school and in whole language practices of elementary schools. Maintains that the level of interest and involvement being so much greater in elementary school argues strongly for reform in secondary schools. (TB)

Explains how a teacher came to develop her own version of the whole language approach through her experimentation with remedial students in the 1970s. Makes a case for student research and inquiry into issues that matter to them personally, in lieu of traditional research of classic writers. (TB)

Maintains that viewing should be incorporated as an integral element in whole language curricula. Suggests a number of activities for the secondary school language arts classroom, pertaining to specific tenets of the whole language approach. (TB)

Argues that children could leave 12 years of school thinking that the Holocaust is the chief contribution of Jewish people to world history. Shows through a survey of reading anthologies for grades K-12 that Bible stories are largely left out, as is fiction about the modern Jewish culture. Offers a critical explanation for this state of things.…

Describes a special project, in which at-risk ninth graders created a package of materials that a Peace Corps volunteer could take with him to Kyrghyzstan, where he was to teach English. Explains how the package contained an array of student-generated materials, including videos, newspapers, alphabet books, and cassette readings. (TB)

Describes a project in which language arts sophomores creatively and cooperatively produced a book titled "Parents, Are You Ready for This?" Explains how the project transformed student notions about research. Notes that the project involved press conferences and interviews with parents and their children. (TB)

Recounts a teacher's relationship with a problem 16-year old whose reading and writing skills lagged far behind his age group. Holds out the possibility of inch-by-inch progress for even the most difficult students and the prospect of a mutually satisfying relationship for even those teachers and students who do not seem to get along initially.…

Describes a teacher recruitment program designed to develop teaching interest in minority high school students through mentoring relationships. (TB)

Describes a teacher's awakening to the possibilities of teaching nonfiction, including autobiography and biography. Provides approaches to teaching nonfiction, with emphasis on plot, setting, characterization, and theme. Reviews specific teaching skills needed for nonfiction. (TB)

Describes a teacher's method of motivating her sixth- and seventh-grade students to become interested in interview pieces with authors. Provides a worksheet that encourages student engagement with the interview questions. (TB)