Describes the positive experiences of an at-risk student participating in a production of "Macbeth." Discusses the problems of evaluating such students. Asserts that learning does not necessarily lead to power, money, prestige, and respect but does lead to freedom. (PRA)

Describes the process and positive results of restructuring a basic English classroom which contained foreign students, special education students, and students with disciplinary problems. Shows how journal writing and writing workshops helped these students. (PRA)

Describes how an eighth grade English teacher used photographs to help motivate students to read and write poetry. (PRA)

Describes how a writing teacher used "magic slates" to help at-risk students overcome their fear of writing. (PRA)

Provides the responses of 14 teachers to the question, "In your classroom, how do you balance the need to build students' self-esteem and the need to uphold rigorous academic standards?" (PRA)

Reviews four young-adult novels written by Chris Crutcher, whose characters provide an honest depiction of life. (PRA)

Provides six responses to the question,"What television series would you recommend for review and discussion in the classroom? Or what commercial videotape of a television program do you use?" (PRA)

Offers 20 procedures and practices for an effective literature lesson involving videotape material. Provides four examples for integrating video with critical thinking and other activities. (PRA)

Reviews Linda Cleary's "From the Other Side of the Desk: Students Speak Out about Writing." Discusses outer and inner voices, writing problems, evaluation, analysis and exposition, and signs of hope. (PRA)

Describes the controversy sparked by Pat Conroy's novel "The Prince of Tides" when it was included in a reading list for an advanced-placement eleventh grade English class. Discusses Conroy's approach to writing and his experience as an unconventional teacher. (PRA)

Asserts that assigning adolescent literature to students without first reading a review of the book is risky because the books may contain sexually explicit text. Argues that teachers should not assign books such as "Vision Quest" by Terry Davis, because they contain graphic language. (PRA)

Presents the responses of five professional leaders in young-adult literature in response to Edwin Greenlee's problem with recommending books which may contain sexually explicit text. (PRA)

Argues that Channel One has brought about a serious escalation of commercialism in the classroom because of three common and incorrect assumptions--that ads are neither significant, effective, nor harmful. (PRA)

Describes how a class of seventh graders learned to use diplomacy and effective interpersonal communication to let their teachers know how they feel. (PRA)

Asserts that contemporary women novelists from the Caribbean are writing a new chapter in the literature of adolescence--a study of connections. Discusses the works of Carol Gilligan, and the idea of measuring women's development against a different truth than the male standard. Presents a 10-item annotated reading list. (PRA)