Explores the professional and intellectual tensions in teaching English in recent times, focusing on Victoria, Australia. Argues that in the past few years all English teachers have been obliged to resist pressures toward reductive versions of literacy. Illustrates some specific literacy practices in secondary English classrooms which seek to…

Reviews "Constructing Critical Literacies" (1997), describing the various approaches of the main contributors to the book. Sets these selections against a critical literacy rubric which would equip children with literacy for active, autonomous, and democratic citizenship, and finds a qualified positive relationship. (NH)

Describes a teacher's use of videotape of a series of lessons to show that setting and negotiating assessment criteria with students was good practice. Discusses guidelines for enhancing standards of good teaching practice. Highlights this visual case model in the hope that colleagues will see its merits as a vehicle for articulating teaching…

Cautions that Year 3 and Year 5 Literacy Benchmarks, which set minimum literacy and numeracy standards for all Australian students, can measure but cannot transform student outcomes. Calls upon English professionals to put forth constructive suggestions for effective teaching methods that will enable students to reach the required goals. (NH)

Presents a selection of 21 brief (about two pages) narratives by primary and secondary teachers on STELLA (Standards for Teachers of English Language and Literacy in Australia) panels in Victoria and Queensland. Notes that each narrative describes a moment of "good" English/literacy teaching. (RS)

Discusses Margaret Gills's theory of two discourses operating in "the politics of literacy": (1) the discourse that stresses a broad ranging notion of literacy and warns against a narrow, functional definition; and (2) the discourse that argues that Australia is in the middle of a major literary crisis. Asks what problem the National…

Looks at what has been happening to the notion of being a "good" English teacher during a period when increasingly this has become a political and professional issue in England. Outlines the pattern of change for English teachers in England, including positive and negative outcomes of the last few years. Indicates what might be learned…

Presents brief essays by teachers of English in Australian primary and secondary schools in a bid to convey images of accomplished teaching. Introduction by Brenton Doecke, includes "Negotiating the Curriculum" (Lynne Collidge); "Year 7 Autobiographies" (Chris Melican); "Taking Ownership" (Cheryl Lawson);…

Presents six brief (about one page) narratives by primary and secondary teachers arising from STELLA (Standards for Teachers of English Language and Literacy in Australia) workshops and interpretive discussions. Notes that each narrative describes a moment of "good" English/literacy teaching. (SG)

Discusses the formulation of the Australian Literacy Benchmarks for Year 3 and Year 5. Suggests they (1) lay claim to designating a minimum standard; (2) represent "fuzzy" standards; and (3) are a composite based on a number of underlying criteria. Claims teachers' knowledge of student literacy achievement is a richer source of valid…

Claims the Australian Literacy Benchmarks for Year 3 and Year 5 set unrealistic standards, are educationally unworkable, and represent an unacceptably imprecise and confusing set of statements and criteria. Compares the Literacy Benchmarks with the New South Wales English Language and Literacy Assessment (ELLA). Claims the Benchmarks represent a…

Presents an interview with Allan Luke, current editor of "The Journal of Adolescent and Adult Literacy," and Deputy Director General of Education for Queensland. Discusses several reform projects--Education 2010 (a futures-oriented analysis and philosophy for Queensland Schools); The New Basics ( a new curriculum/pedagogy/assessment…

Follows the progress of "negotiation" (a force for democratizing the curriculum) in Tasmanian English classrooms, claiming it (1) allows a fluid space where teachers and students can work together; (2) provides an alternative to direct and indirect political influence over curriculum construction; and (3) has the potential to empower…

Considers how the process of developing standards is similar to previous development efforts such as defining "objectives" and "competencies" just a few decades ago. Analyzes how such standard development processes when combined with high stakes tests place teachers in the position of implementing curricula designed by others.…

Investigates techniques of highly effective teachers of Year 12 English in New South Wales, Australia. Concludes that successful teachers saw themselves as operating in positive school environments and overwhelmingly saw themselves as functioning as part of a team. Notes they used a range of teaching strategies, but emphasized having students…