Describes a method of peer group teaching that stresses group responsibility and awareness of goals. (JL)

Reports the results of a survey conducted to determine teachers' attitudes toward using young adult literature in the classroom. Concludes that this literature is appearing in schools, but is not being used as much as it should be. (JL)

Notes the trend in educational research away from the model of the physical sciences toward a view that sees teaching, development, and research as interrelated modes of inquiry. (JL)

Urges teachers to publish their students' writing. (JL)

Outlines some procedures for the sensible selection of educational books, products, and other materials for the English classroom. (DD)

Reviews court decisions that have a bearing on students' rights to freedom of expression in school publications. (DD)

A fable explaining why students are taught grammar instead of writing. (DD)

Discusses how and why English is taught in Nigeria and presents the benefits of such instruction. (DD)

Demonstrates that the gap between research and implementation in the teaching of English is no larger than the gap between the conception of innovations in other fields and their realizations. (DD)

Describes the various responses to literary works that are possible; encourages wide reading. (DD)

Argues that a transactional approach to the study of literature offers high school teachers of English the best hope for a balanced, harmonious pedagogy. (DD)

Recommends an approach to the study of literature based on the experiential context, the direct encounter with the literary work. (DD)

Describes a course in semiotics (the study of signs and systems of communication) taught for the past 10 years by the author. (DD)

Discusses five qualities that underlie the approaches used by effective writing teachers. (DD)

Suggests ways to incorporate the study of comic book heroes into the study of literature. (DD)