Learning To Teach Reading: Setting the Research Agenda. A Collection of Papers Presented at the Reading Research 2000 Conference. (Indianapolis, Indiana, April 29, 2000).

This collection of abstracts is representative of the sessions presented at the International Reading Association's Reading Research 2000 Conference, held in Indianapolis, Indiana on April 29, 2000. The theme of the conference, "Learning To Teach Reading: Setting the Research Agenda," was a timely one as schools, teachers, states, teacher educators, and policymakers turn their attention to teacher preparation and professional development. Abstracts in the collection are: "Hundreds of Studies Have Shown...: Exaggerating Findings in the Advocacy for Particular Instructional Mandates" (Richard L. Allington); "Teacher Education and Issues of Diversity" (Kathryn H. Au); "Building Reading Expertise in Elementary Teachers" (Marsha R. Berger); "Developing Ownership of Professional Standards" (Jennifer Berne, Taffy Raphael, Barbara J. Diamond, and Susan Florio-Ruane); "Building a School Environment for Professional Development: The Case of Early Literacy" (Robert Calfee); "National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction: Findings, Implementation, and Recommendations. Features of Excellence" (Deborah Eldridge, Rachelle Loven, Joyce C. Fine, George P. Gonzalez, and Alene L. Smith); "National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction: Findings, Implementation, and Recommendations. Beginning Teacher Survey" (Amy Seely Flint, James V. Hoffman, Misty Sailors, and Marg Mast); "The Impact of Professional Standards" (Gary Galluzzo); "Preservice Reading Teacher Education: What's Going On? What Should Be?" (James V. Hoffman); "Using Multimedia Cases and Listservs in Preservice Literacy Education: Connecting What We Know About Good Teaching to Preservice Instruction Using Technology" (Charles Kinzer); "Social Reconstructionism and Agency in One Reading Teacher Education Program" (Rosary Lalik and Ann Potts); "The Status of the Knowledge Base" (P. David Pearson); "The Interface of Standards, Teacher Preparation and Research" (Dorothy S. Strickland); "The CIERA School Change Project: Translating Research on Effective Reading Instruction and School Reform into Practice" (Barbara M. Taylor); "Transitions into Teaching: A Longitudinal Study of Beginning Language Arts Teachers" (Sheila Valencia); and "Partnerships for Success in Teacher Education" (Carmelita K. Williams). Brief biographical sketches of presenters are attached. (RS)