Asserts that William Wordsworth's poetry influenced teacher training for British educators and promoted the development of the English Department. Notes several legislative measures that played a role in English curricula. Concludes that current pedagogic studies make academic practice assumptions based on historic precedence dating back to…

Argues that, although Matthew Arnold was instrumental in launching English literature in Britain as a proper school subject, he purposively limited the extent of literature's educational value. (MG)

Attempts to make sense of "English in the New Zealand Curriculum" and, in addition, to reflect on ways in which the document has forced teachers to make sense of or construct English. Describes flaws in the national English curriculum as represented in the document, and notes some positives. (SC)

Progress assessment aims to assess students' performance and progress during a course of study. Its purpose is primarily developmental--to help students improve learning. Progress assessment is of special value in distance education in that it can motivate or pace distance learners throughout their course of study. It can help the tutor monitor…

Noting that since 1979, the English course in Western Australian secondary schools has been reshaped into two separate courses--one for college admission and one in English literature--and that procedures for student assessment and examination have altered considerably, this volume reports on an extensive survey undertaken to discover how these…

Presents the curriculum development work with which the English department at John Therry High School (New South Wales) has been involved, exploring five aspects of the project: (1) why the project was undertaken, (2) what the project is, (3) how the project worked, (4) the reality of the project, and (5) implications of the project. (HOD)

Describes the curriculum for undergraduates majoring in English at one of Oxford University's 35 colleges and suggests that it can serve as a model for high school students in the United States. (JL)

Describes a proposed senior years English program, plans for piloting an English language arts program, and progress made in implementing a kindergarten through grade 12 English language arts program. (AEA)

Two workshops on college English curriculum and instruction, held in England in 1980 and 1981, explored the idea that although literary and associated theory have been advancing recently, in the university the syllabus, teaching methods, method of analysis, modes of written work, and place of creative writing have remained largely unchanged. (MSE)

Notes that the decline of English in India began soon after its introduction into Indian universities near the middle of the nineteenth century and was precipitated in part by too lofty aims and too little attention to Indian languages at the university level. (RL)

Describes the Queensland project, "Study Talk," concerned with the study of oral language, with special consideration given to the exploration and study of the uses and varieties of talk. (HOD)

The recent publication of attainment standards in English for British students under the 1988 Education Reform Act is critiqued. Provisions and the recommended course of study are excerpted from the report. The report is criticized for failing to recognize existing good practice and not acknowledging the paramount importance of the individual…

Criticizes the attainment targets of Great Britain's National Curriculum English. Laments the division of English potentially present in the General Certificate of Secondary Education (GCSE) syllabi. (MM)

Presents a case study of how the University of Witwatersrand in South Africa adapted to the challenge of linguistic and cultural diversity. Suggests how this school's experiences parallel the shifts that many Canadian schools are struggling with in the 1990s. (HB)

Gives an overview of the differences between American and Spanish educational institutions and practices. Draws upon personal experiences in both cultural settings. (HB)