Describes the choral method of poetry used in one grade school to nurture children's poetic self-expression, both soft and violent. Demonstrates through the resulting poetry how culture affects the creativity of even primary grade students. (HTH)

Discusses recent research highlighting both the child's growth as a reflective language user and the school's capacity to enhance or hamper that growth. The research is concerned with the need for children eventually to use language in decontextualized ways, without the supporting context of visible or manipulable objects or actions. (HTH)

Focuses on student-teacher interaction in one classroom. Discusses different methods for conducting informal classroom research, connecting classroom practices with current theories, and analyzing and interpreting classroom events to improve instruction and learning. (HTH)

Explores a number of innovative professional development strategies for teachers. Examines the development and role of a teacher support group in Canada and its efforts to develop a language-process oriented classroom. (HTH)

Examines ERIC materials on the nature of and supporting the use of invented spelling in elementary school writing. (HTH)

Examines the differences between writing research conducted in England and that conducted in Canada and North America. Discusses how educators and researchers have used their observations to derive a pedagogy and have done so much too rapidly. (HTH)

Responds to criticisms from the preceding article that writing process research, specifically that of the author, has not extricated itself from pedagogy and the classroom. (HTH)

Examines reasons why schools need teachers who can and do write. Suggests ways that teachers can learn to write and share the experience with students. (HTH)

Discusses the use of models for teaching children to write, suggesting that successive drafts rather than a finished poem used as models of the revision process might be more effective. Includes three drafts of a poem by the author, discussing observations for teaching illustrated by the poem's revision process. (HTH)

Examines the early writing of a young child over the course of several months to illustrate the struggle with the writing process. Draws parallels between the child's writing progress and that of the author as she learned to be comfortable as a writer and suggests implications for the teaching of writing. (HTH)

Describes a British writing assessment project intended to discern age-specific characteristics of writing and the project's subsequent assessment model. Evaluates samples of two kinds of writing, autobiography and argument, using the model. (HTH)

Examines the connections between children's writing and their earlier developed form of graphic symbolism--drawing--and explores research on early writing development. Considers the range of contexts for drawing and writing presented in the classroom. (HTH)

Examines the observations of one participant in an inservice teacher education course on classroom research in the writing process. Discusses what happened to the teacher/researchers as they engaged in the research process, what happened in their teaching, and implications for research and teacher education. (HTH)

Examines materials in the ERIC database on the characteristics of the reluctant writer, the effect of apprehension on writing performance, and teaching strategies to encourage writing proficiency. (HTH)

Presents three teachers' anecdotes concerning relinquishing control of the learning situation to the students: seeing through a child's eyes, letting a child write longer pieces with invented spelling rather than being concerned with neatness, and letting students select and interpret poetry instead of teachers doing it for them. (HTH)