English Education - Volume 33, Issue 3, 2001

Notes impact of high-stakes language arts assessments on teachers in Georgia rural districts. Provides additional support for what many English teachers already believe—that rich classroom discussion, reading from a variety of texts, student-centered writing assignments, and metacognitive awareness of one’s reading and writing strategies contribute to successful student performances on even the most narrowly conceived high-stakes tests.

Describes a summer institute designed to connect those self-identified “word wizards” and “number crunchers” —those teachers who might name themselves as either more comfortable with written literacy or with numeracy. Concludes that teachers need professional development that provides the opportunity to team with others (different disciplines, different grade levels, different ranges of experiences) in an environment that encourages team exploration.

Suggests the most significant barriers that preservice teachers with disabilities face are negative attitudes, accessibility issues, and employment opportunities. Raises awareness of disability issues. Suggests guidelines to assist teacher educators in preparation of teachers with disabilities. Considers the definition of disability, identification of preservice teachers with disabilities, and continuing goals of the Commission on the Preparation of Teachers with Disabilities.