Describes examining seventh- and eighth-grade students' writing for both function and audience as they relate to learning and conceptual development. Includes examples illustrating how audience influenced students' understanding of concepts in a science class. (HTH)

Describes a successful adaptation of Marie Clay's intensive one-on-one reading intervention approach for a disabled reader at the middle school level. Discusses components of the instructional plan. Presents guidelines for literacy instruction for remedial readers. (SR)

Theorizes about what the notions of personhood and intertextuality contribute to the conception of literacy teaching and learning. Presents an analytical framework for understanding interrelationships among personhood, literacy practices, and intertextuality. Elaborates on the theoretical ideas presented by drawing on data from a study of a female…

Discuses the use of "The Island of the Skog" with an eighth-grade humanities class to deepen students' awareness of the problems leaders face and to aid students in the development of group interaction, leadership, and decision-making skills. (NH)

Reports on a study that examined differences in the comprehension scores achieved by seventh and eighth grade students on Form 1 and Form 3 of the Gates-MacGinitie, Level E. (HOD)

A former eighth grade teacher recalls her experiences with a student who was extremely shy and afraid of oral presentations required by his English class. After she worked with him to strengthen self-confidence, he was able to speak, and he became more confident in other areas of his life. (SM)

This article uses two case studies of eighth grade students (one attending an Amish school and the other in a residential school for adjudicated juveniles) to illustrate the power of ethnography to contextualize literacy experiences. Five ethnographic questions are suggested for literacy assessment. (DB)

Addresses the teaching of color symbolism and asserts that racism is embodied and perpetuated through conventional notions of black and white symbolism. Discusses a project with two eighth grade classes, focusing on the discussion of color symbolism in school and popular culture. Considers the importance of analyzing contemporary languages of…

Takes the position that the organization and management of successful, progressive language arts programs play a role fundamentally different than the one they play in classrooms that might be called "traditional." Notes that in progressive classrooms, organization and management serve to promote and channel independent student movement, whereas…

In this paper, the author offers lesson plan ideas that are designed to guide teachers of art and science to encourage their students to see connections between art images and physics principles. The four works of art discussed are examples that can be linked visually and conceptually to physics properties in mathematics, space, energy, and light.…

With his 10th book, Improving Test Scores: A Practical Approach for Teachers and Administrators, Scott Mandel outlines steps educators can take to boost achievement on standardized exams while maintaining the integrity of their day-to-day teaching. Mandel, who holds a Ph.D. in curriculum and instruction from USC, teaches history and English at…

This theme issue covering elementary and prevocational programs examines agriculture education in elementary and middle schools, motivational activities for exploratory agriculture, utilizing the Food for America program, benefits of the Food for America program, elementary agriculture education curriculum, and vocational agriculture for seventh…

Describes a study of eighth graders that compared the effects of two-dimensional and three-dimensional illustrated texts on eye movement strategies and on retention of information. Results are reported that support earlier research findings that realism in illustrations is not necessarily facilitating and may even be distracting. (Contains 19…

An interdisciplinary civic education program, Facing History and Ourselves, teaches history in a way that helps adolescents reflect critically on contemporary social issues. The program focuses on a specific period (the Nazi rise to power and the Holocaust), guiding students between a historical case study and reflection on the causes and…

Describes a project in liberatory social studies for eighth-grade students in which a generative curriculum was implemented to help students understand the vital role they could play in producing and utilizing knowledge. The paper explores students' reactions to plans for this project, teachers' responses to student reactions, and what was learned…