Suggests that English teachers should be familiar not only with the recommendations by the Commission on Excellence in Education, but also with Ernest Boyer's "High School," and John Goodlad's, "A Place Called School." (MM)

Reports the results of a 1983 survey of state agencies involved in certification, with attention focused particularly on the requirement for teaching in the basic academic subject fields--English/language arts, social studies, science, and math. (HOD)

Considers reasons for the secondary English teacher to keep abreast of current literary theory and offers suggested readings. (CRH)

This White Paper examines the components that determine effective instruction and tutoring in English spelling, based on current scientific research and experience gained in field testing while developing an innovative educational technology. Basis for the findings were repeated field studies conducted in small groups with students grade 3 and…

The greatest advantage of teaching English as a humanities subject is in the way it encourages children's natural abilities to express themselves creatively in words and to empathize with others. The history of the creative movement in Great Britain is traced through various literature. (PP)

Discusses classroom situations that foster superficial discussion of literature and suggests that teachers focus on what students write rather than how, in order to encourage open exchange of ideas. (HTH)

This article discusees various motives of educators who involve themselves in curriculum research, reviews seven research methodologies (including surveys, content analysis, and sociolocial studies), and applies John Elliot's sociological taxonomy of educational research to English language and literature curricula. (AM)

Discusses "symbologizing schemata," the advanced processes by which readers comprehend narratives and the symbols embedded in literary works. Notes how teachers can apply knowledge of symbologizing schemata to instruction in literature classes. (RL)

Discusses approaches to teaching literature in high schools during an era of retrenchment and calls for a return to the "basics." Considers rationales for making literature study relevant to students' and society's needs. (JT)

Suggests changes in the English-language arts curriculum at the junior high and middle school levels as a result of research and theory on brain growth periodization and levels of cognitive development. (RL)

Discusses the revolutionary reorientation taking place in English teaching, the responses to it found in the Bullock Report, and studies of the effects of language attitudes in teaching that have been undertaken and that still need to be undertaken. (GT)

Examines the relationship between recent research on metacognition and schema theory. Provides practical teaching suggestions, showing how these concepts can be used as a framework for language instruction and for analyzing tasks students are asked to perform. (RAE)

Presents the findings of the Modern Language Association's survey of the changes from 1990 to 1994 in faculty size in doctorate-granting departments of modern language. (HB)

Explores the research regarding the workplace writing practices of two-year college graduates. Outlines the basic skills that two-year teachers should work to foster in their students' writing. Summarizes the most important findings of recent studies of workplace writing tasks most commonly faced by recent college graduates. (HB)

Describes the way invention is relevant to the practice of technical writing. Studies three engineering students engaged in a real-world project. Shows how the students' technical work and invention for the final report were simultaneous activities. Claims that invention for and through writing overlaps with technical invention. (HB)