Curriculum developers and faculty working with American Indian students in traditional Eurocentric higher education institutional settings face many challenges. These include the development of culturally responsive, community-based programs that meet students' needs, encourage and support student persistence and retention, and integrate…

Intended for administrators and policy makers, as well as teachers, this digest examines the current state of humanities instruction and the evolving place of humanities in the high school English classroom. The digest first explores differing definitions of the humanities, and discusses reasons for the decline in emphasis on humanities…

As an annotated list of recommended English language arts curriculum guides, this booklet is designed to facilitate sound curriculum planning and provide models for schools that are reviewing their programs and need a variety of sample frameworks, units, and lesson plans. The first section presents the guides, arranged by the year in which they…

The standards of learning objectives for English, reading, and language arts that are presented in this paper are intended as a basis for planning language arts curriculum and instruction. A list of objectives is presented for each instructional level from kindergarten through grade twelve. The objectives reflect concern for developing the…

The purpose of this publication is to encourage and assist high schools in designing elective English courses and programs for grades 10 through 12. After pointing out the advantages and disadvantages of using electives, the discussion shifts to salient questions concerning the planning, construction, and implementation of elective courses and…

The first half of this booklet presents an annotated list of recommended curriculum guides representing a variety of sample frameworks, units, and lesson plans intended for reference use by schools and agencies who are in the process of developing a curriculum. Grouped according to the year in which the guides were recommended (1978, 1977, 1976),…

The aids consist of excerpts of curriculum guides that are representative models for sections of the "Criteria for Planning and Evaluation of Curriculum Guides." The criteria were established by the National Council of Teachers of English Committee on Curriculum Bulletins and were designed to facilitate the planning and evaluating of curricula.…

Behavioral objectives in the teaching of English are criticized. The primary objection is the a priori expectations and reasoning which is a necessary part of these objectives. Behavioral objectives are said to restrict the flexibility and mobility of the English teacher in his classroom interaction. The entire concept of writing behavioral…

Approaches to the teaching of literature are discussed within a framework derived from the work of Piaget. The first two chapters discuss this framework and its relationship to curriculum patterns. Chapters three through seven develop ideas for teaching short stories, novels, drama, poetry, essays, and biography; each form is explored for its…

Discusses the meaning of "talk" in the classroom, including the planning and evaluation of lessons designed to foster talk. (AA)

Grammar is the public aspect of language, the rules that make for "correctness." It comprises the linguistic rules that must be mastered if the general interest is to be served. As such, the rules of grammar have to be clear-cut in their application and definable in objective terms. (MLW)

Questions the extent to which administrators contribute to the effectiveness of English departments and to evaluation of teachers based on trust. Describes the peer evaluation program developed at Evanstown Township High School (Illinois) and asserts that interaction at a level of trust is the secret of evaluation for the purpose of effective…

Directs attention to informal varieties of inservice teacher education, such as that provided by the contact between practicing English teachers and consultants. (HOD)

First in a series of articles by the author on the topics of educational accountability, educational change, the academic bureaucracy, and the lack of unity in the profession. (RB)