A participant in a British teacher workshop that focused on student talk describes the progress of the group toward defining the types of language they wanted to focus on in the classroom and the group's publication of weekly progress reports. (HTH)

Explores materials in the ERIC system dealing with the turn-taking model of classroom interaction between teacher and students. (HTH)

Argues that society's capacity to become more powerfully literate depends on its capacity to develop better ways to explain to and to show others what people do when they read and write. Offers ways in which schools and communities can help students go beyond current inadequate but deeply entrenched verbal constructs. (HTH)

Discusses the literacy of teacher Ruth Madden and its relation to her unique approach to language arts teaching in the primary grades. (HTH)

Describes a language arts program in a Brooklyn, New York, public school in which children are questioned about their writing and their interests and allowed the freedom to put any interest on paper. Discusses the problems children encounter with such writing freedom, as well as the program's effectiveness. (HTH)

Describes four encounters--with a doctoral student, a primary grade teacher, a child, and a sociolinguist--to illustrate how teaching and learning, two separate ventures, are sometimes confused with one another. (HTH)

Describes a study of mothers' observations of fourth-grade boys' reading habits. The results indicated that the boys' reading did not really decrease as they grew older, but rather, that their interests were expanding into what is considered a "male literacy," which begins to include less and less sharing of reading experiences with their mothers.…

Focuses on the nature of elementary school classrooms as social contexts for literacy, particularly for writing. Explores the nature of the classroom as the context for literacy, how children come to understand such classroom contexts, and what defines a beneficial context for literacy growth. (HTH)

Discusses materials in the ERIC system dealing with inservice session on writing as a process, improving teacher writing skills, conducting classroom research, and improving teaching attitudes. (HTH)

States essential principles in the teaching of writing, prepared by the Commission on Composition of the National Council of Teachers of English. (HTH)

"Fifty Years of Children's Books," originally published in 1963, praises the work of educators, publishers, librarians, and authors in the area of children's literature from 1910 to 1960. (JL)

Points out some of the problems of selecting the best material from another culture for use in the classroom and suggests ways to solve these problems. (JL)

Describes how Native American folk culture carries important values. (JL)

Defines and describes the fantasizing motif in children's literature and explains how teachers can use this motif to help children learn to live in society. (JL)

Suggest that if teachers select poems they enjoy, memorize them, say them aloud every day, invite children to recite them also, set up a special place to display poems and poetry books, and do not rush children, they will make poetry come alive for students. (JL)