Considers classroom discipline from the standpoints of professional action vs reaction, social equality vs hierarchical relationships, and personal need vs common needs. (DD)

Suggests ways teachers can keep abreast of professionally relevant techniques, research, and ideas. (DD)

Both reading teachers and content area teachers should be trained to meet the reading needs of individual students. (DD)

Relates how the Standing Committee on Teacher Preparation and Certification of the National Council of Teachers of English (NCTE) came together and worked together to develop guidelines on English and language arts teacher education which will stand from 1996-2006. Discusses getting from drafts to a published document. (PA)

Presents a conversation among two teachers and a teacher education student reflecting on the National Council of Teachers of English's guidelines--it is a talk about how they see their teaching, their learning about teaching, and their relationship to professional documents that describe their work. (PA)

Provides a history of the National Council of Teachers of English's guidelines which are put forth every 10 years. States that before 1986 the guidelines served mainly the function of informing graduate and undergraduate programs of principles to build or modify programs in English education. Questions who shall control teacher education in the…

Analyzes the on-line teacher network, Write for Your Life (WFYL), that sought to facilitate transformative experiences for its K-12/university participants that would result in changed practices across the network, and in increased learning for the students of those practitioners. Analyzes the dialogic "web" the teachers spun across five years.…

Explores--through a close analysis of one innovative class project--the questions of text, power, and technology implied in a shift to a broader definition of text in the English classroom. Poses the intersection of technology and media literacy as a crucial site for new understandings of the texts at stake in twenty-first century literacies and…

Describes the principal features of Great Britain's National Curriculum for English. Examines British educators' responses to this national curriculum mandate, paying particular attention to their criticisms, thus illuminating work in the United States in curriculum development and uncovering some of the problems in an approach that features…

Suggests reasons why a gap exists between what is taught in methods class and what is found in many English classrooms, including the methods instructor's credibility, how methods classes themselves are conducted, and accountability of process-based teaching. Suggests ways the gap might be bridged. (SR)

Examines the 1974 case of fundamentalist censorship in Kanawha County, West Virginia, and responds to fundamentalist's objections to the disputed books. Suggests that the solution to censorship may lead to the development of "spiritual" education, an education of expanded consciousness based on pluralism. (MM)

Considers the schools of thought in language and learning, and examines how their theories and propositions affect teachers. Characterizes the teacher as a professional manager and discusses what it means to be such a person. Investigates what managers and teachers know and need to know-in-practice. (KEH)

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)

Describes the work of the Clothesline Project, which both commemorates and bears witness to victims and survivors of violence against women. Explores the social implications of the notion that curriculum must enable students in schools to explore the themes and most difficult problems of their lives. (SR)

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)