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Explores the professional and intellectual tensions in teaching English in recent times, focusing on Victoria, Australia. Argues that in the past few years all English teachers have been obliged to resist pressures toward reductive versions of literacy. Illustrates some specific literacy practices in secondary English classrooms which seek to enact more complex notions of critical literacy. (RS)

Examines the ways in which students in basic writing respond to rhetorical constructions of their generation. Argues that compositionists' efforts to intervene and mediate society's conception of youth are complicated by students' simultaneous acceptance and rejection of these representations. Explores the subsequent implications for students' and teachers' responsibility and complicity in society's "demonization" of young people. (SG)

Argues against using literature with high school students that is relentlessly dark, depressing, and self absorbed, which English instructors often find Deeply Significant, and which many students find repulsive. Argues that what many young readers want now is a literature of hope. Recommends 20 such books. Offers brief descriptions of 10 new or overlooked young adult books. (SR)

Occupational social skills are defined and their importance is highlighted. Four ways to develop appropriate training are offered: adapting commercial general social skills programs, adopting commercial social skills programs with an occupational focus, developing a program based on SCANS, and developing a program based on ecological assessment. (Contains references.) (CR)

Considers how, due to many English teachers' lack of interest in poetry, many students gain the same lack of appreciation for poetry. Presents a case for poetry and notes its appearance in public places more and more. Suggests collections of poetry to interest students. (SG)

Considers how teaching Mary Shelley's "Frankenstein" creates special problems--and thus affords special opportunities--not encountered in the reading of or critical response to this text. Discusses different editions of "Frankenstein" and reasons for using them. Notes that "Frankenstein" is a story that appeals to all kinds of students at the high school and college levels. (SG)

Describes some interesting features of the book "Sumario Compendioso," first written in North America so that others can use it to enrich their classes and forge links between mathematics and other subjects. (KHR)

Focuses on the "New York State Great Irish Famine Curriculum Guide," discussing the purpose of the curriculum. Describes the big questions approach that uses current events to learn about the famine and world history. Includes a list of big questions. (CMK)

Proposes the secondary drama classroom is a powerful arena for exploring the politics of gender. Suggests that a policy for Equal Opportunity which takes a purely binary perspective of sexual identity, focusing on the boy/girl dichotomy, is fundamentally oppressive. Concludes that it is only by making cultural issues of oppression explicit and open to examination within the curriculum, that a school can offer a truly emancipatory vision to its pupils. (SG)

Suggests that writing about their lives allows Aboriginal teen women to define their strengths and explore their problems; it provides them with opportunities to explore their own attitudes to race, class, and gender issues; and it invites them to look at cultural, economic and institutional pressures on them. (RS)

Outlines particular moments in the author's recent experience as the instructor of a course called "Teaching English Language Arts in the Secondary School" when she was forced to examine her expectations about the course, about the students and about herself as the instructor. (RS)

Discusses the genre of fantasy novels, noting its popularity with adolescent readers (especially boys). Notes sources helpful to teachers and school librarians, and lists a few personal favorite fantasy novels. Offers a brief note on whether the Harry Potter books can be considered young adult literature. (SR)

This article presents an overview of the intermediate to advanced phases of musical talent development which usually coincide with secondary school. The role of the parent, private teacher, and practice are discussed, as well as the dilemmas facing the musical teenager and recommendations for talent development in secondary schools. (Contains references.) (CR)

Explains reasons for using writing assignments in introductory biology courses for non-science major students. Describes the structure of the writing assignments and discusses the outcomes. Lists guidelines for writing short papers. (YDS)

Argues that students develop new reading strategies in order to construct meaning from electronic text. Discusses why reading electronic text is different, and argues that there is historical precedence for this shifting role of the reader. Outlines strategies for helping students reflect on the differences between hypertext and traditional text involving student projects and class activities. (SR)

Finds relationships between the process of becoming a proficient science teacher and the process of becoming a competitive swimmer. Notes that the author's student teaching, in concert with theoretical and methodological coursework, and composing a theoretical framework paper on a research-based rational for teaching science, all contributed to a beneficial student teaching experience. Outlines three suggestions for teacher education programs. (SR)

Weaves a discussion of the female protagonist of Laurie Halse Anderson's novel "Speak" into the main discussion of the female protagonist of Carson McCullers'"The Member of the Wedding." Demonstrates the parallels between the stories as well as the distinctions to reinforce their individual richness, and to assist teachers who may choose to pair these selections. (RS)

Advocates teaching as a research-based activity. Describes the national curriculum in English Schools and compares it with curricular development in New Zealand. Recommends inservice training (InSET) to ensure teachers' confidence in presenting scientific ideas. (Contains 25 references.) (YDS)

Proposes that the development of the next generation of teachers begin in special charter schools (grades 9-12) devoted to careers in teaching. Argues that the charter school is an ideal place to institute unique educational reform and prepare better-qualified teachers with a sense of social responsibility. Outlines objectives, basic design components, assessment, instructional team, and financial considerations. (SR)

Argues that, in all subject areas, assessment trends are moving toward teaching concepts rather than teaching facts, and toward application of information and skills. Discusses how rubrics are helpful in specifying what criteria student performance and proficiency levels should be evaluated. Offers three rubrics (problem solving, group oral presentation, and holistic writing), and offers suggestions for designing or modifying rubrics. (SR)

Discusses the parallels between Klein's position at the forefront of a movement to reform mathematics education and that of the National Council of Teachers of Mathematics' (NCTM) Standards. Draws a picture of Klein as an important historical figure who saw equal importance in studying pure mathematics, applying mathematics, and teaching mathematics. (KHR)

Explains that primitive living structures furnish real-world problems that are solvable using mathematics and computer-modeling techniques. (KHR)

Argues that librarians are natural collaborators with English teachers to improve education and support lifelong learning, assisting students in their learning and supporting teachers in their efforts to update skills and knowledge. Discusses how librarians can help with appropriate research assignments, finding the right sources, evaluating sources, and developing sophisticated research skills. (SR)

Discusses how to create a class on the Holocaust by providing books and films that address a number of issues, such as the role of World War I, interpretations of the Holocaust, the ghettos, and rescues of European Jews. Asserts that only by remembering the Holocaust will the evils endured be prevented. (CMK)

Criticizes introductory biology texts for merely describing living things in terms of what they can do as whole organisms and neglecting to consider the nature of life on a micro-scale. Presents possibilities for including such discussions in an introductory biology course. Contains 14 references. (WRM)

Aims to conceptualize issues of text selection and censorship in different terms from those in which it has been constructed by Australian media. Asks how texts get used in classrooms and about the nature of classrooms as sites for negotiating issues of meaning and value. Argues for a culturally inclusive curriculum that is responsive to students' attitudes and values. (NH)

Describes how and why the author has students in his composition classes collaboratively create scoring guides. Argues that this focuses students on the goals of the paper and provides a clear notion of how to improve their own performance. Offers scoring guides. Comments on the process that created them. Offers guidelines for using scoring guides in class. (SR)

Presents an activity that uses an inexpensive paper plate and a short length of adding machine tape to help students experience the concept of radian measure. Focuses on radian measurement and connects many geometric concepts regarding the circle. (ASK)

Presents information about and ideas for teaching an evolutionary view of ethics. Argues that when behavioral and moral aspects of human evolution are presented in biology courses in lieu of anatomical and physiological aspects, students may become more accepting of evolutionary theory. Contains 16 references. (WRM)

Explores the importance of race in the United States as a means to questioning the necessity of affirmative-action laws. Presents different perspectives on the pros and cons of affirmative action in hiring practices and educational admissions. Asserts that the laws prohibiting affirmative action in Washington and California demonstrate the changing public climate. (CMK)

Describes the serious and pervasive problem of "doublespeak," in which language is used to deceive and manipulate in order to control behavior. Discusses why it is crucial for English teachers at every level to be reminded about doublespeak and to teach students about its perils. Describes ways English teachers can teach about and prepare students to cope with doublespeak. (SR)

Advocates cooperative learning as an instructional model for use by middle and high school social studies teachers to improve students' understanding of content and encourage students to become actively and constructively involved in the learning process. Describes five cooperative learning strategies appropriate for the social studies classroom and makes recommendations for future research. (SR)

Observes that instructors may not use news items extensively as a source of assigned materials because of the cost incurred in their procurement. Argues that the Internet provides a much less expensive and wider pool of current resources for instructors. Reviews traditional paper and new electronic newsclip production methods. (DSK)

Offers (from the perspective of a first-year teacher) five guidelines to student teachers to help make their student teaching semester more useful and enjoyable. Includes a response from a veteran English teacher. (SR)

Presents the question, posed by two future English teachers, of how they can continue to cherish the learning process as well as their excitement and passion for English teaching as they enter the profession. Presents a response by a veteran English teacher. (SR)

Observes that kids and teachers are sabotaged by the way urban schools are funded, organized, and run. Advises city teachers to never assume students cannot learn something the teacher wants to teach, to teach literature that both teachers and students will love studying together, and to remember that students themselves are a valuable resource. (SR)

Presents an activity using fractal cards--eye-catching pop-up cards--by applying simple iterative processes to single sheets of paper. This activity incorporates the concepts of measurement, number systems, sequences, series, limits, recursion, iteration, self-similarity, and fractional dimensions. Contains 12 references. (ASK)

Discusses how language teachers or departments could evaluate computer-assisted language-learning (CALL) software on a pedagogical basis, emphasizing that classroom teachers already possess much of the knowledge needed to do this. The paper illustrates good practice by matching a learning and teaching approach as currently practiced within British secondary schools against features of various CALL software packages. (Author/SM)

Claims that arguments about the invalidity, purposelessness, and misleading nature of ELLA (English Language and Literacy Assessment ) implemented in New South Wales, Australia, remain intact despite attempts to counter the arguments. Presents a detailed critique of arguments presented in an article in the previous of this journal supporting ELLA. (RS)

Argues that numerous works written by Asian-American authors merit consideration on reading lists. Discusses several of these books, noting how they can be used in class in units on Identity, History, and Stereotypes. Argues that English classrooms have ignored the existence and the contributions of Asian-Americans to the United States for far too long. (SR)

Discusses the characteristics of expert coaches, using several well-known expert coaches as examples. After detailing five distinct characteristics of expert coaches, the paper makes suggestions related to those five characteristics which coaches can use in developing their own expertise. (SM)

Illustrates the development of multimedia courseware such as CHEMMAT. Discusses the features of the courseware including adaptability, use of the teacher module, use of graphics and video clips, and the ease of customizing the content in various languages. (DDR)

Describes an activity that helps students see how a paper map can represent a three dimensional object by having students build a realistic model that clearly shows what a contour line is and why it behaves the way it does. (DDR)

Examines the problem-solving processes of social studies and mathematics and discusses their commonalities. Considers how those processes might be taught so that students will see that there is indeed a relationship between those two seemingly discrete disciplines. (RS)

Presents a lesson plan requiring students to investigate problems related to the use of land mines and their impact on civilian populations. Activities include student pairs navigating a simulated mine field on graph paper and mock delegates creating proposals on this issue. Student handouts contain background information. (MJP)

Describes an inquiry-based activity involving paper airplanes that has been used as a preservice training tool for instructors of a Native American summer science camp, and as an activity for demonstrating inquiry-based methods in a secondary science methods course. Focuses on Bernoulli's principle which describes how fluids move over and around objects. (JRH)

Argues that there are many kinds of understanding and many ways to reach these different understandings. Suggests that this is the reason why articulating general rules that can consistently lead to understanding is difficult. Discusses the relationship between brain structure and learning. (DDR)

States that, for one instructor, professional inquiry in a graduate education program has led to a critical examination of day-to-day practice in the classroom, especially regarding the writing process in the grade 7-9 writing workshop he formerly taught. (PA)

Discusses how teachers can make a portfolio more than a static collection of papers. Describes the passive portfolio as well as the active portfolio, and discusses moving to the active portfolio (a working portfolio which enables students to see their learning processes and take responsibility for their own learning). (SR)

Describes how students use paper-strip molecules in hands-on activities to show the synthesis of larger organic molecules from smaller molecules. Focuses initially on condensation molecules involving the functional groups in alcohol and carboxylic acids. (DDR)