The purpose of this study was to examine the collegial coaching model of staff development used by 8 English teachers at one Georgia high school. The 8 teachers worked in 4 groups of 2 to develop curriculum, design lessons, and create assessments for one grade level of students. The theoretical foundation for the collegial coaching model dates…

Discussions of English department identity and mission more often center on the undergraduate major curriculum than on classes for general-studies and other non-major students. In such courses, though, educators have an opportunity to touch the intellectual lives of far more people than they do in courses for majors. The author argues in this…

To help students meet the demands of society, the University of Houston is using the framework of learning communities and constructivism to create a cross-disciplinary approach to teaching to provide media-rich thematically linked courses to engage a diverse student population. A case study investigated three semesters of thematically linked…

Providing a rationale for the involvement of college English departments in interdisciplinary work, the papers in this collection discuss the difficulties surrounding the introduction of interdisciplinary courses and programs that make special demands on the time and energy of individual faculty members and on limited departmental resources.…

Discusses the need for a reformed English curriculum. (HOD)

Discusses how English teachers can work with other departments to promote interdisciplinary approaches to teaching. Describes sharing writing labs; producing television news reports; engaging in a school-wide theme week; an "academic" Olympic Games; vocabulary exercises in the social studies classes; mock trials; and a team-taught social…

The focus of this book--an appeal for a reevaluation of the literature teacher's pedagogical goals and methods--is twofold: first, the reasons for the enjoyment of reading literature and suggestions for stimulating in students a love of plays, poetry, and novels; and second, new roles for the teacher. Chapter 1 outlines some of the problems facing…

Common approaches to composition teaching are satirized. (JH)

Offers the opinions of faculty, lecturers, and graduate teaching associates on the use of electronic technology in the teaching of English. Suggests that most faculty members are receptive to considering new ways of enhancing teaching, and that the faculty needs training for this new responsibility. (CR)

Explores national trends in community college English departments. (RB)

If effectively organized and executed, team taught courses provide students and teachers alike with unique opportunities for involvement and feedback in the classroom. Students do not just get feedback from one instructor, but rather are evaluated by several staff members, resulting in a more accurate evaluation of student work. Team teaching…

Through the use of theater games, the literary and theatrical aspects of drama can be brought closer together in the classroom. (JH)

Discusses what is wrong with graduate schools in English, including lack of creativity, the irrelevance of much of the training for the doctoral degree, the attention paid to obscure points of literary scholarship, and the emphasis on publishing instead of good teaching. Notes the similarity to criticisms made 45 years ago. (EL)

A speech given a annual meeting of Conference on College Composition and Communication, National Council of Teachers of English (Seattle, Washington, March 19-21, 1970). (Editor/RD)

The english teacher should explore the values--both artistic and humane--present in a variety of literatures, even the worth of nonliterary modes of expression, in order to preserve the tradition seen in Shakespeare and Keats, Dickens and Homer. (Author/RK)