This article describes the results of an inquiry/multigenre project undertaken by students in a literacy foundations course. The project's initial pedagogical goal was to provide pre- and in-service teachers with multiple and engaging opportunities to read and write in areas of their interests. That goal expanded to encompass the critical literacy…

An overview of sources of information for the teacher of English education. (DD)

Describes ways in which the College of Education at the University of Akron improves collaboration between university professors and school teachers in planning and implementing pre-service teacher education. (DD)

Discusses the advantages of West Germany's "studienseminar" system of English teacher training. (DD)

Describes an experimental education course put together by the English Department at the University of Massachusetts at Boston for the pre-practicum training of English/Secondary undergraduate majors, combining educational methodology with on-site observation in high school classrooms. (SR)

Discusses the activities and accomplishments of the Canadian Council of Teachers of English (CCTE), especially with regard to its Teacher Education Commission's "Statement on the Preparation of Teachers of English and the Language Arts." (MS)

Discusses a study of six senior English majors at the University of Houston, three of whom intended to be teachers and three who did not. Concludes that English teachers' prior experience as students has a crucial impact on the way they view teaching. (JC)

Proposes that elementary education students can be helped to understand invented spelling by encouraging them to think about the strategies children are using in learning to spell. Suggests aims to which teacher preparation courses should aspire. (JAD)

Offers different perspectives of the conference topics that were discussed at the 1984 meeting of the International Federation for the Teaching of English (IFTE): language and English teacher education, language and competence, language and tests, language and schooling, language and technology, and language and technological overkill. (HOD)

Discusses what attributes the instructor of methods courses in English should possess. (HOD)

Reports on a survey of secondary school English teachers and English methods professors that was conducted to determine what they considered the actual content of English methods courses was and what they felt ideally should be included in the courses. (HOD)

Presents two major points of disagreement with George Henry: English education is not a discipline, and the study of English is primarily the reflexive use of language. Also points to one area of agreement--that there is a lack of theory with respect to the teaching of English. (HOD)

Responds to some of the criticisms that have been directed to English education and suggests that the Conference on English Education, as part of the National Council of Teachers of English, directly involve itself with the preparation of English teachers. (HOD)

Examines some of the research and theories on the role of metacognition in cognitive development, argues that students in English education classes can become better informed about their own learning strategies by engaging in self monitoring, and suggests several ways to introduce metacognitive activities in an English methods class. (HOD)

Muses over knowledge gained from an education course and contrasts that with personal teaching experience in a writing classroom. (HOD)