Surveys the state of writing research, research needed in the 1980s, and how teachers need to be involved in that research. (HTH)

Responds to a report by the Commission of the Humanities that concluded the humanities need rethinking as much as support, explores the ways that teaching methods have jeopardized humanistic education. (HTH)

Looks at the history of library services for children and the establishment of libraries in schools. Discusses the future of collaboration between teachers and librarians. (MG)

Recalls the energy and dedication of a homely first grade teacher. (HTH)

Interviews two teacher researchers who offer their reflections on the college teacher educator's role in helping classroom teachers take control of their own learning. The two suggest that teacher educators must help classroom teachers clarify their beliefs about language learning so they can become better observers of children's language…

Looks at the issue of professional relationships between teachers and librarians and how those relationships affect curricular decisions. Suggests teachers and librarians see each other as team-teachers who support each other's programs. (MG)

Cautions that teaching manuals preclude a teacher's instinct for individualized teaching, and addresses the issue of what teachers need to know about language, culture, and learning for effective reading instruction. (HTH)

Shares how a teacher, librarian, and fourth and fifth grade students collaborated and wrote book reviews for new books in their school library so other students could read about the new acquisitions. (MG)

Describes the year-long first phase of a research project by a group of teachers who made their own writing an object of inquiry to gain experience in reading and writing workshops. Describes how the experience helped them see the power of writing for themselves, and led to a better understanding of how to teach writing in their classrooms. (SR)

Explores the need for digital literacy among teachers and its challenges. Discusses how professional development activities in technology may strengthen digital literacy among K-12 teachers. Offers an illustration of three effective professional development models that have successfully helped teachers integrate technology into the curriculum. (SR)