In this research, two questions related to arts integration are studied: First, the extent to which sixth and seventh grade students' language arts and mathematics performance, as well as their engagement with school are positively impacted by classroom settings in which theater strategies are integrated into language arts instruction; and second,…

This paper describes diverse language learners' use of dialogue journaling in an elementary school setting. The author, a teacher researcher, conducted a qualitative research study with eight participants, ranging from fourth to sixth grade; all were learners adding English to their language repertoire. Through an in-depth analysis of student…

Describes a project in which preservice teachers and sixth grade students exchanged correspondence. Notes that the preservice teachers learned important things about the writing of sixth graders. Finds that the students' abilities in letter writing developed without direct instruction. (RS)

Presents a case study of a sixth grade teacher trying to increase her use of literature for language arts instruction. Shows the challenges and successes of attempting to get better at teaching. (PRA)

Examines the writing of sixth graders to explore the issue of writing competence. Discusses how form allows young writers to achieve control over a writing task. (MS)

Illuminates patterns in responses to literature by analyzing one sixth grader's entries written in her literature response journal. Finds that the student's responses reveal her as an active reader and writer with unique thoughts, feelings. and opinions generated by quality children's literature. (MG)

Observes four sixth graders composing nonfiction projects for an integrated unit on Canadian studies, using hypermedia. Ponders issues raised when students compose in hypermedia including evaluating nontraditional projects, developing a sense of audience, conventions of the medium, use of visuals to convey information, engaged students, and…

Examines the society of a sixth grade class, which relies on "unofficial literacy" to cope with the social hierarchy and conflicts of home, school, parents, teachers, and friends. Concludes that teachers must be aware of how formal reading and writing skills are transferred into the classroom culture. (MM)