Most English teachers are as ill-prepared to teach writing as to teach reading. (JH)

Techniques for encouraging personal writing in a non-threatening setting are discussed. (JH)

Studies the relationships between teacher and students, and discusses the characteristics of effective teaching in this context. Presents an approach to teaching which combines curriculum, intellectual operations (memory, and convergent, divergent, and evaluative thinking), and feelings. (MM)

Assesses English education since the Dartmouth Conference in 1966. Observes that the personal growth model which emerged from the conference is more difficult to implement than the skills model and the traditional heritage model. Claims that the emphasis on examining writing settings reflects the search for a broader context for the personal…

Claims that there are many writing teachers, not just a few English/language arts teachers who are so designated, and that writing is already taught across the curriculum. Argues that teacher educators must reconsider their exclusive concern with methods and focus on teachers' theories of teaching and learning. (MS)

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 concerns the developers of a "teacher as researcher" seminar had in creating studies and activities for the participants, including how to foster equality in relationship between the professional researchers and the teachers, discovering what kinds of support teachers need as researchers, and fostering ownership of studies and…

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)

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)

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 what objectives should be pursued in the teaching of English and the need for strong theory to underlie teaching practices. (SRT)

Summarizes some of the conclusions of certain chapters in the recently published "Handbook of Reading Research" in which research on instructional practice was synthesized and critiqued. (HOD)

Discusses what English educators are doing to transform theory into practice. (HOD)

Argues that teaching a unit on death provides an opportunity to focus students' reading, writing, and thinking on a subject area in which they are vitally interested. Suggests activities and describes the extensive literature available on death suitable for elementary through college students. (AEA)