This article serves as an invitation to see the way the teaching of biography-driven writing has been increasingly pushed out of the secondary English Language Arts (ELA) curriculum in favor of highly structured, formulaic, and impersonal writing, and how this is a setback for students in their preparation for college and career writing. The…

The author argues that, by revolutionizing the literary canon, we are revolutionizing the English classroom, and urges us to shift from focusing exclusively on required texts to equally acknowledging the urgent need for consciousness and activism from our students.

Argues that educational reform will fail unless the priorities of reformists and adolescents are rendered more harmonious. Discusses establishing a congenial tone in the classroom and giving students greater responsibility for curriculum choices. (EL)

Shares the thoughts of two teachers on what they consider to be losses to the English curriculum in recent years: phase-elective English and the thematic unit. (MG)

Describes the controversy over the role of literature in the school curriculum which followed the publication of "An Experience Curriculum in English" in 1935. (DD)

Considers the state of educational reform in the United States, with particular attention to the reformers. Discusses educational standards and uniformity. Asks how educational critiques disillusion the public concerning education. (HB)

Discusses the English Standards Project and its proposals. Questions the findings and proposals of the Standards Project. Asks what proper standards should be for secondary English students. (HB)

Examines the results of calls for educational standards in public schools. Argues that the call for higher standards blames schools for educational failure and tends to obscure the true sources of America's educational crisis. (HB)

Provides the responses of 11 practicing English teachers to the question "What has been the most significant change in your approach to teaching since 1987?" (HB)

Provides suggestions for studying the gay and lesbian subtexts that exist in numerous literary works often taught in high schools. Argues that teachers can benefit from discussing these issues. Shows how Tennessee Williams's "Cat on a Hot Tin Roof" was taught in such a context. (HB)

Describes the assessment instrument developed by the author over a four-year period for the National Board for Professional Teaching Standards (NBPTS). Argues that the instrument to be used by the NBPTS is nothing like the author and his assessment team originally designed. Criticizes the method of teacher evaluation being implemented by NBPTS.…

Describes the College Board's Pacesetter course, a proposed senior-year English curriculum. Argues that Pacesetter is not innovative at all but, in fact, constitutes a reactionary and teacher-dominated curricular package inspired by a conservative version of educational reform. (HB)

Describes the College Board's Pacesetter course, a proposed senior-year English curriculum. Argues that Pacesetter is a positive and a democratic curriculum. Defends the Pacesetter program against its most ardent critics. (HB)

Contends that the accelerated school model is a key to effective school reform in America. Provides a case study of one such school. Describes accelerated schools as positive, empowering vehicles by which students may succeed. (HB)

Gives an account of how several English teachers in two different schools used portfolio responses to re-form the content of their classes. Outlines the positive effects of such portfolio-based course assessment and learning. (HB)