Relates how the Standing Committee on Teacher Preparation and Certification of the National Council of Teachers of English (NCTE) came together and worked together to develop guidelines on English and language arts teacher education which will stand from 1996-2006. Discusses getting from drafts to a published document. (PA)

Discusses a framework of learning outcomes on language development (produced by the State Education Department in New York) consisting of a list of language outcomes with brief definitions and a continuum of performance with detailed criteria at several points on that continuum. Describes the continuum, particular language outcomes included, and…

Discusses the nature of English from a historical perspective. Argues that conceptions of English arise within or center around an open set or centripetal tendencies and purposes. Discusses these purposes as coalescing around five distinct foundational metaphors, which help to answer how to teach English and how to organize it for instruction.…

Focuses on one elementary school teacher during the Language Arts lessons of her student teaching, and focuses on a single conflict she had with the values of the school. Suggests alternative approaches emphasizing the importance of creating settings that support teachers who wish to teach in ways that their school structures discourage. (SC)

Describes the objectives and teaching approach to be used in a college or inservice course in psycholinguistics and reading. (DD)

The author urges that teachers recognize and utilize student experience and authority in the instruction of English. (AN)

Makes eight suggestions on how to keep abreast of language arts teaching techniques, methods, and materials; provides evaluative criteria for language arts materials. (DD)

Suggests ways teachers can keep abreast of professionally relevant techniques, research, and ideas. (DD)

Examines how two teachers work through a system of collaboration and cooperation, detailing the real-life snags and complications in breaking from the tradition of individualistic approaches to learning. (TB)

This piece was guided by the framing question "How can CEE [Conference on English Education] help its constituencies, the broader public, and policymakers understand the relationship between research and teaching?" The authors consider the usefulness of a range of empirical traditions; explore how expert language arts teachers read, conduct, and…

This interview study with 19 preservice teachers who were enrolled in a teacher apprenticeship program at a major southeastern U.S. university uses Dewey's (1938/1988) concept of an experience and Csikszentmihalyi's (1990) concept of flow to investigate how participants identify and describe aesthetic flow experiences both inside and outside…

The renewal function of inservice programs can be accomplished only at a local, personal level. (JH)

Argues that teaching a unit on death provides an opportunity to focus students' reading, writing, and thinking on a subject area in which they are vitally interested. Suggests activities and describes the extensive literature available on death suitable for elementary through college students. (AEA)

Methodology and results of a survey on the amount of time devoted to locally sponsored inservice teacher education pertinent to English and language arts, the features of these programs, and their effectiveness are reported. (HTH)

Suggests ways to enlist parents' support of language arts instruction, to provide parents with materials to develop their children's language skills, and to offer workshops for parents. (DD)