Argues in favor of using assessment and achievement tests in the English curriculum. Points out the positive effects of testing. (RL)

Describes a five-meeting cycle which enables a high school English department to cooperate in making constructive curriculum changes. (DD)

Traces the efforts of educators to reform the teaching of English and points out the shortcomings of those efforts. (FL)

Sketches the early struggles and later changes that took place in the profession of English teaching. (JL)

Unpacks some of the problematic features of "objectives" as they are used within public school districts. Weaves together what has been learned from working directly with teachers with the historical origins of the professional practice of writing curriculum objectives. Discusses a language arts committee that was unable to produce a finished list…

Examines the relationship between past ways of understanding what it has meant to teach and learn in English classrooms and the present movement toward change. Argues that the central purpose of working in relation to the past is to guard against participating in a 'presentism' that denies the past. (NH)

Liberal and conservative approaches to English still competing. (JH)

A basic task for all teachers is to determine what we mean as mastery of a subject'' and to search for the methods and materials which will enable the largest proportion of our students to attain such mastery. (MM)

Believes educators will be forced to look critically at the graduate education and to redefine it in ways which will make it more consistent with the actual needs of the time and the job market. Suggests that the whole question of the doctoral dissertation must be reassessed. (RB)

Surveys a number of standards and assessment projects currently underway at the national level. Places these projects in historical context. Describes and distinguishes the particular foci and methods of each of the projects. (HB)

Discusses one teacher's approach to "advanced" English instruction. Reflects on such topics as the undigested transmission of the canon and the problems of the "common sense" style of teaching. Includes comments by two students who participated in the course being described. (HB)

Stresses the need for new and diverse means for determining the social, political, and economic forces that shape the teaching of English. (HOD)

Describes the hazards of too broad and shallow a preparation for secondary school English teachers and presents some ideas for a proper teacher attitude. (AN)