This article presents the author's keynote address from the 2011 CEE Summer Conference at Fordham University in which he challenges educators to rethink what they do and how they do it. He talks about English teacher education as literacy teacher education. He tries to sketch a picture of the status quo and its limits, and an alternative picture…

This essay extends Robert Yagelski's discussion of "sustainability" in teacher education by examining how the processes of Cartesian-Newtonian thinking limit the ability of both standards reformers and English educators to think in genuinely new ways and to conceive of real change. The essay includes a discussion of how standards reform since the…

The educational enterprise is awash in standards, but little attention is paid to what the term really means. Without carefully crafted, widely accepted definitions of standards, standards projects are rife with problems and frequently fail. The absence of careful definitions typically leads to confusion, rejection of standards, and can actually…

Discusses the prejudices against those who study education and ways to combat these prejudices. Asserts that educationists should become experts in remedying stupidity. (MS)

Describes how curriculum specialists and supervisors can use two generic observation categories of effective teaching--development and management of lessons and presentation of subject matter--to identify quality teaching of writing across grade levels. (SRT)

Traces the effects of advancing technologies on civilization and education, arguing that radical changes are underway, such as reliance on tele-education and distance learning, that will have a profound effect on teachers and the United States educational system. (HOD)

Relates how a student's composing process will be shaped and influenced by the microcomputer and word processing. (HOD)

Suggests that the new emerging ideas relating to learning, language development, and the role of language in learning have the potential to integrate knowledge and humanity. At the same time, they also have major implications for the future of English education. (HOD)

Appraises the present state of the discipline of English education by examining, contrasting, and relating the science of the supervision of instruction with the "substance" of the study of language, "the English of it." (HOD)

Identifies 10 groups in need of information on the "new" English that has been evolving for the past 20 years: new teachers, experienced teachers, administrators, supervisors/teacher educators, publishers, evaluators/testmakers, students, families, media, and researchers. (HOD)

Explains why George Henry's essay left the author with a sense of guilt, impatience, and a regret that so little has been done to prepare teachers as supervisors. (HOD)

Advocates a managerial mode for English supervisors that values informal, decentralized, creative, and intuitive ways of getting understanding and change. (HOD)

Recounts the processes involved in securing a grant from the National Humanities Faculty for the development of a new honors English curriculum. (HOD)

Briefly reviews the history of English language instruction and presents a set of guidelines for designing an integrated language arts curriculum for the secondary school. (HOD)

Stresses the need for new and diverse means for determining the social, political, and economic forces that shape the teaching of English. (HOD)