Examines ethical problems that face teachers in the selection of literature and the experiences students have with it. Discusses ironic texts about social issues, didactic texts written from a particular cultural perspective, and "representative" texts intended to depict the experiences of a particular group of people. (SR)

Explores reading as discursive practice, assuming that all readings are produced by particular groups to represent their specific interests. Constructs a reading of English education over the past century, focusing on a humanist conception of individualism promoted through personal growth pedagogy, and on the shift toward a poststructuralist view…

Presents a report by the Conference on English Education's Commission on the Transition to Teaching, offering extensive guidelines in two major sections: (1) Guidelines for Student Teaching Experience in English Language Arts; and (2) Guidelines for the Induction of Beginning English Language Arts Teachers. Presents a 49-item representative…

Discusses a framework of learning outcomes on language development (produced by the State Education Department in New York) consisting of a list of language outcomes with brief definitions and a continuum of performance with detailed criteria at several points on that continuum. Describes the continuum, particular language outcomes included, and…

Argues that it is only with a sense of what literacy as a historic and culture-specific technology has achieved that educators can begin to realize the possibilities for reshaping students' literacies as social practices. (MG)

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…

Demonstrates the centrality of the anecdote in productive teacher talk. Argues for its wider recognition in educational research that has as its aim better teaching and learning. (RS)

Reflects on the process of standards writing conducted by the National of Council of Teachers of English and the International Reading Association, from both an insider and an outsider perspective. Reflects on the larger forces at play and the deeper issues which derailed the standards effort and which "produced standards that no one has much…

Discusses disciplinary actions against the principal of a small, suburban elementary school in Westchester County, New York, from several vantage points: the legal story, the whole-language story, the leadership story, and the school in the community story. Discusses the struggle of public schools both to constitute and to relate to the policies…

Presents an ideological model of literacy for teaching grammar. Discusses its connection to guidelines for teacher preparation and language-arts standards. Discusses strategies in language classes to help teachers see language and grammar, along with language and grammar pedagogy, in broader terms. Concludes that English-teaching majors must…

Argues a need for in-depth consideration of principles and practices to prepare teachers for classrooms they will face in the future. Notes problems created by the disparity between increasing student diversity and their overwhelmingly white, female English/language arts teachers. Provides an overview of the issues involved and practical ideas for…

Argues that more is needed than a generic, Euro-centric, or culture specific set of teaching strategies to address the issue of equity in schools. Offers a critical perspective on the working principles articulated in the report of a special commission on how best to prepare English teachers to work effectively with increasingly diverse students.…

Discusses the role of teachers in relation to parents. Suggests English educators have much to do in helping teachers learn how to inform parents about the best practices in English/language arts. Posits that teachers--preservice and practicing--must think about their roles differently to see themselves as advocates, not just for students, but for…

Notes that the National Council of Teachers of English's "Guidelines for the Preparation of Teachers of English Language Arts" (1996) encourages institutions of higher education to prepare teachers who are knowledgeable about "contemporary children's and young adult literature, and other appropriate literature written specifically for the age and…

Describes a summer institute designed to connect those self-identified "word wizards" and "number crunchers"--those teachers who might name themselves as either more comfortable with written literacy or with numeracy. Concludes that teachers need professional development that provides the opportunity to team with others (different disciplines,…