The language of leadership includes the ability to communicate effectively, a teacher's curricular goals and innovative practices, to a school district's administration, personnel, colleagues, students, parents, school board members, and other community constituents. This article focuses on explicitly teaching the language of leadership to novice…

During the 2016-2017 academic year, a collaborative of university faculty and high school teachers piloted an innovative approach to professional development, focusing on secondary level literacy in a diverse suburban district. The approach included innovations in both process and content compared to professional development (PD) and instructional…

In this third "Innovative Writing Instruction" column, the author invited a former high school teacher on the verge of preparing for doctoral candidacy exams, an instructor and doctoral student interested in writing research/practice, and a university supervisor for teacher education preservice students to share aspects of their writing selves,…

Place-based literacy learning is hardly an innovation in education and need not revolve around Native American legends. The objective of place-based literacy learning is to use local literacy artifacts to facilitate critical thinking about cultural, political-economic, and environmental connections to promote community sustainability by relating…

A teacher describes the informal curriculum" of mini-courses which are presented in addition to the regular curriculum. The author is hopeful that the skills and feelings that are developed will spill over into that other curriculum that has us all enmeshed." (Author/SP)

Demonstrates that the gap between research and implementation in the teaching of English is no larger than the gap between the conception of innovations in other fields and their realizations. (DD)

Describes a small-scale school/college partnership first from the teacher's lens and then from the teacher educator's lens. Discusses 13 critical issues that have emerged from two years of working together. (SR)

A workable model for the English curriculum in the 1980s must reflect balance and integration and allow for the benefits of both bigness and smallness. (DD)

Traces the history of the English elective curriculum from its roots in the 1890s to its flowering in the 1960s. (DD)

The trends and innovations in re-forming writing instruction and the problems faced by the teachers while testing the students by their scores on writing are discussed. The teachers will have to teach the students to become more confident and effective writers and also teach them how to use various elements of writing flexibly and adaptively.

English teachers who are encouraging the publication of back-to-basics texts must learn to make more enlightened and coherent choices that reflect new insights into language. (DD)

Introduces a new column that will tell about research being conducted in the classroom. (EL)

A high school community" (students, faculty, staff), using multimedia, tried to consider possible futures, investigate probable futures, and choose preferable futures." (Author/SP)

Discusses the impact of the humanistic revolution in education of the 1960s on the English classroom of the 1970s. (DD)

An examination of alternative schools, in particular, the English curriculum. While acknowledging the value of such schools' autonomy, diversity, and creativity, the author points out serious flaws in the unconsidered practical application of current progressive" educational philosophies. (JB)