Urges English teachers to combine the experiential and intellectual dimensions of the student encounter with prose or poetry, yet recognizes this effort as a demanding and exhausting one. (AEA)

The author outlines the learning benefits of teacher-led small group discussions. (SJL)

Shows how having students write journals about their learning experiences was an effective teaching technique in the primary grades. (RL)

States that educators should be concerned to involve all students in collaborative talk about tasks that are student-owned and inquiry-oriented and which integrate talking with thinking, doing, reading, and writing to engage with topics and texts that both students and teachers find meaningful and significant. (MG)

Interviews Art Isennagle, a second grade teacher of a language-centered classroom. Talks with students and shares their excitement of learning and reading. (MG)

Discusses the variability in quality of historical sites due to differences in the accuracy of their restoration, reconstruction, location, and/or refurnishing. Distinguishes between preservation and restoration/reconstruction of buildings. Provides a checklist of questions which will help teachers evaluate the quality of potential sites. (AEM)

Provides background information on the effects of innovations in art materials on artists and their artwork. Introduces the 2003-2004 Clip and Save Art Prints that focus on innovative uses of art materials. Includes examples by artists such as Alfonso Ossorio. (CMK)

Factors contributing to the development of successful early childhood foreign language programs are considered within a specific context. Grouping procedures, curriculum design, hierarchies of language learning experiences, affective learning processes, and instructional materials are discussed. (SW)

Argues in favor of teaching thesis and the forms of exposition by means of assignments such as personal narrative, autobiography, and observation out of direct experience. Describes one such assignment. (RL)

Describes the trials and tribulations of a teacher of remedial English as she attempts to find a learning strategy that will reach her class of problem students. (RBW)

Strange as it may seem, the classroom is not, by and large, accepted within the composition discipline as a scene for genuine knowledge-making and theory-building. Teachers should go back to the "concrete materials" from which knowledge and theory are made. An example of what can be learned in the classroom comes from an effort to…

Argues that children's perceptions of the natural world are linked with imagination development and experiential learning. Describes children's learning as sensory-oriented. Advocates fostering a love of nature, arguing that access to natural places and natural play activities both encourage a connection with the earth and contribute to children's…

Examines reasons for incorporating field trips into the curriculum, ways to plan successful expeditions, and appropriate field trip experiences for young children. (BB)