Examines the slump of social education in the curriculum. (HOD)

Elaborates some of the advantages and disadvantages for public audiences of the current trend towards teacher-controlled, continuous assessment of students and proposes some methods for overcoming the disadvantages. (HOD)

Describes the author's incorporation of compassion into her teaching as an English teacher. Describes herself as an interminable idealist who is driven by the idea that her English students will learn to love words for the brilliance of articulation they offer. (SG)

Presents a provisional framework for the STELLA (Standards for Teachers of English Language and Literacy in Australia), which identifies broad dimensions of teaching together with groupings of related attributes derived from teachers' narratives. (RS)

Takes a "snapshot" of a senior Literature class to see how all the participants--including the teacher--developed greater sophistication in their reading skills, while simultaneously cultivating their pleasure and appreciation of more challenging texts. Explores other aspects of the "interpretive community" of the classroom,…

Concludes that teachers of English are more responsible than ever for the task of bringing to their students' attention the traditions of great art and literature. (RB)

Reports on the conference proceedings of the Australian Association of Teachers of English. (RB)

Describes the results of an effort to introduce elective courses in English to students in form three. (RB)

Discusses the advantages of using talking about writing as a method for improving writing skills.

Contains suggestions for materials, activities, and resources for use in teaching literature--especially plays and novels--to elementary school students. (RB)

Reviews several objections to the use of computers in the English classroom, then describes three English programs. (FL)

Argues for collaborative efforts in student evaluation. In this situation the teacher and students would negotiate the entire process of evaluation from the definition of criteria to their application. (HOD)

Examines three broad functions that underlie all use of language--language for learning (language as a representation of the world), language for living, and language for linking (connected discourse in context). Considers teacher knowledge of these language functions essential if the teachers are to guide student language acquisition. (RL)

A review of research on English teaching conducted by Australian teachers reveals the need for more action research on the teaching of Australian literature. (RL)

Presents a personal selection of recent research on writing and learning that provides a coherent view of children as active, intentional learners. (RL)