The word "back" in back to the basics means endless study of language analysis and memorization of factual bits to the neglect of affective concerns and broader cognitive objectives. (DD)

Discusses the guidelines provided by "A Statement on the Preparation of Teachers of English and Language Arts," published by the National Council of Teachers of English. (DD)

Politics, culture, and curriculum research all influence the ways students are taught to write. (DD)

Compares educational problems in England with those in America, highlighting the recent "Black Paper" furor in England. (Author)

Describes an approach to teaching composition skills based on a sequence of activities designed for different grade levels. (DD)

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…

Offers an argument against increased emphasis on testing, claiming that reading and writing can never be tested because the conception of reading and writing inherent in tests is faulty. Suggests alternatives that are congruent with a more adequate conception of reading and writing. (SR)

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)

Presents the problem of teachers who are unwilling to examine critically their teaching practices, evaluate their efficacy, and make changes where necessary in the face of criticism, and suggests that part of the problem lies in the way teacher educators model teaching styles. (JC)

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)

Reviews recent research on the nature of teachers' and students' talk in the classroom, specifically addressing the teachers' expectations of student talk and behavior. (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)