Urges English educators to develop career-related methods courses and illustrates how career education has been incorporated successfully in the elementary and secondary school English curriculum. (DD)

Examines the effects of the post-Dartmouth English curriculum revolution in the Australian context. Argues the need for a reconsideration of the English curriculum in three areas: defining the subject of English, defining growth in English, and developing of curricular frameworks. (SRT)

Discusses recent developments in media education that reflect the concern of teachers at all levels about the ability of students to comprehend and practice the variety of media to which they are constantly exposed and through which they develop many of their concepts of the world. (SRT)

Argues that a teacher must develop activities for the classroom with the uniqueness of a particular group of students in mind and that a set of activities that works in one setting should not become a static curriculum, uncritically adopted as a formula. (SRT)

Discusses the concepts of play and imagination and how these shape personal development and the knowledge gained through experience with reading and writing. (SRT)

Shares some reflections and offers some tentative explorations regarding English in the period of technological change. (HOD)

Reviews the accuracy of past predictions concerning the future of English education, then makes five new ones. (JL)

Methodology and results of a survey on the amount of time devoted to locally sponsored inservice teacher education pertinent to English and language arts, the features of these programs, and their effectiveness are reported. (HTH)

Asks whether virtues such as liberalism, autonomy, and individual development represent the best basis to resist the centralizing attempts of Margaret Thatcher's administration. Argues that it is characteristic of liberalism to fail to recognize either that it is historically located, or that it is itself an ideology. (RS)

Applauds the National Council of Teachers of English (NCTE) for maintaining its high principles in its attempt to develop national standards in English for the federal government. Suggests that NCTE acted wisely when it refused to be enticed by lucrative government contracts to bend its pedagogical principles. (TB)

Unpacks some of the problematic features of "objectives" as they are used within public school districts. Weaves together what has been learned from working directly with teachers with the historical origins of the professional practice of writing curriculum objectives. Discusses a language arts committee that was unable to produce a finished list…