Summarizes secondary school students' opinions on the amount of writing they do in school, how they do it, and how it is evaluated. Concludes that the teachers of these students do not neglect writing in their classes. (JT)

The Italian educational system's experiences with national examinations might help United States educators understand the impact of state tests on students, schools, and education in general. (JT)

Considers factors contributing to the increased dependence on textbooks by secondary and college English teachers, including increased teacher workloads, decreased funds, and expanded community pressures. (JT)

Discusses approaches to teaching literature in high schools during an era of retrenchment and calls for a return to the "basics." Considers rationales for making literature study relevant to students' and society's needs. (JT)

Provides a set of guiding principles for a philosophy of creative educational supervision. (JT)

An imaginative, humorous alternative to the present state of affairs in secondary education, calling for students and their mothers to exchange their daily drudgery. (JT)

One teacher's bittersweet account of the last day of school before summer vacation. (JT)

Emphasizes attention to the sound of a poem in both teaching and writing poetry. Provides selected poems written by students and teachers. (JT)

Contains suggestions for improving writing instruction and stimulating student interest in writing. Suggests contest writing, using the poem "Jabberwocky" for vocabulary development, and an activity for structuring creative thinking. (JT)

Lists 16 questions for eliciting student writing. (JT)

Contrasts two teachers' attitudes toward students and their teaching profession. Notes that those who like their jobs are probably far more effective than those who do not like their jobs. (JT)

Offers guidelines for choosing teaching materials to be used in English classrooms between sixth and twelfth grades. (JT)

Provides information on initiating and planning poetry-in-the-schools programs, the problems normally encountered in developing such programs, and the benefits of the programs. Notes resources for learning about the work of poets in the schools. (JT)

Encourages beginning teachers to take a reflective approach to their early teaching experiences, to acknowledge that they will encounter difficulties, and to accept some initial defeats as preparation for successful, effective teaching. Lists some applicable resources. (JT)

Four contributors discuss the difficulty of instituting a fair merit pay system, the threat merit pay may pose to teachers' academic freedom and job security, and possible solutions to the merit pay dilemma, such as a tenure/merit pay option, evaluation by a central board, or by peers. (MM)