Focuses on the staff development process and describes a project in which a group of teachers explored barriers to teachers' use of research-based practices when teaching reading comprehension. Ends with an invitation for other teachers to engage in a similar process and to communicate their stories. (MG)

Reflects on the author's (an influential educator and researcher) lifetime of research and teaching, and on the influence of his research on literacy education at this moment in history. States that he believes his work has made a difference because it has struck a chord in the minds of teachers. (SR)