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)

Offers and explains four visual models of deployment of instructional supervisors within the hierarchy of school districts. (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)

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

Reports on a study intended to discover the criteria for selecting children's literature and textbooks. Concludes that the teachers' choices were sexist because selected stories were resolved through male agency. (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)

Relating to her own experiences and to her reading of "Language and Mind" by Noam Chomsky, the author argues for the teaching of traditional grammar. (HOD)

Lists journal articles and other materials that present "cautionary" viewpoints related to the role of computers in education. (HOD)

Reviews "Understanding Research in Reading and Writing," a textbook on the influences on reading and writing research as well as the impact of theoretical and methodological orientations on the structure and substance of research reports. (HOD)

Describes the Colorado Writing Assessment Program, a testing program that provides two kinds of feedback to teachers and students: (1) a holistic score that measures the general quality of writing and (2) a set of scores on analytic scales that reflect students' achievement in four areas. Concludes that the program works. (FL)

Offers personal reflections on the testing of writing, concluding that teachers make wide and effective use of a variety of test types. (FL)

Examines some of the variables that have been found to affect topic choice and writing performance in writing assessment. (FL)

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