No Child Left Behind has become a permanent fixture in the world of education. This paper seeks to use the construct of figured worlds as described by Holland, Skinner, Lachicotte, & Cain, (1998) to examine the ways policy makers and teachers navigate the world of literacy education. Viewing policy makers and teachers as participants in…

Describes student performances based on interpretations of concrete poetry. (DD)

Describes draw-on filmmaking as an exciting way to introduce children to the plastic, fluid nature of the film medium, to develop their appreciation and understanding of divergent cinematic techniques and themes, and to invite them into the dream world of filmmaking without the need for a camera. (AEA)

Drama and movement bring delight, happiness, increased learning into every aspect of the English program. (JH)

Describes a set of tools (called Story Maker, Pre-Fab Story Maker, and Story Maker Maker) for teaching creative writing that takes advantage of the potential power of the social situation in the classroom, focuses on higher-level structures in text, and integrates reading and writing in school. (AEA)

British drama instructor discusses how drama provides a sense of immediacy to subjects or stories and to the discovery process of learning. She also discusses how the dialectic aspects of drama aids in children's language development. (HTH)

Recommends a photo essay project as a catalyst for accelerated language learning and as a method of integrating mainstream students into a regular class activity. Divides the project into three stages: a planning stage, an acting out and picture taking stage, and a caption writing stage. (AEA)

Describes how students write, edit, illustrate, cover, and bind their own books in a project that involves parent volunteers and instructional aides. Benefits of the project are that students enrich their vocabulary, gain acquaintance with new terminology, and increase their appreciation of literature in all forms. (AEA)