This column responds to a recent push in education policy toward a curriculum that requires students to read and write more informational texts. Most evident in the now well-known Common Core State Standards, these policy moves echo, in some ways, a call by researchers for more informational texts, particularly in primary classrooms. In this…

This column explores the research that investigates teaching children with informational texts, which is a growing concern and focus in Common Core State Standards (CCSS.) The authors highlight empirical data that study the use of informational texts with young learners. The article is foregrounded in four key findings: make the texts available…

Describes a collaborative effort between an elementary school teacher and a university researcher to conduct joint research in content area reading. Discusses the advantages of such a collaborative project, as well as what the teacher and the researcher both learned. (HTH)

Responds to an article by Dorothy Strickland (same issue) concerning the teacher as researcher. Argues that the debate over whether teachers do research should focus on epistemological and political issues, and not on methodology, since research is a way to know, as well as a matter of whose knowledge is valued. (RS)

Surveys the state of writing research, research needed in the 1980s, and how teachers need to be involved in that research. (HTH)

Reveals the lack of research on children's writing and suitable writing instruction in the last 25 years. Points out the inadequacies in the research that is being done and the need for better research methods that take writing context and environment into account. (HTH)

Describes a research study of literacy use in low-income homes and the ways in which the research team addresses issues of culture, class, and social dynamics of family and communities. Shares some tentative findings to raise further issues. Suggests that researchers and practitioners maintain a reflective stance on the subject of family literacy.…

Looks at some of the core perspectives in teacher research, situates the movement in a wider context, and examines some of its explicit or implicit premises along with typical methodologies. Discusses the opportunities of teacher research; the craft-artistry perspective; communities of exchange, support, and inquiry; and warrants for knowledge in…

The first of a series of columns which will describe the progress of a longitudinal research project on the writing process funded by the National Institute of Education for two years. (DD)

Presents observations concerning teachers as researchers organized around such issues as the roots of teacher research, the new interest in the topic, how teacher researchers are viewed by researchers, how they conduct research, what conditions support such research, and the value of such research. (RS)

Discusses the need for new directions for research in children's literature, as pointed out by F. Andre Favat's "Child and Tale: The Origins of Interest." (DD)

Research studies in the areas of children's writing and reading interests are reported.

Reacts to Frederick Burton's response (same issue) to her article on teachers as researchers. Emphasizes the value of collaborative research projects, the need for teacher researchers not to imitate the work of traditional researchers, and the use of local forums to give teacher researchers recognition. (RS)

Offers a fanciful dialog between Socrates and his followers to present findings about spelling development. Discusses the work of two scholars (Frank Smith and Steven Krashen); then discusses various hypotheses. Concludes that effective spellers get to be that way because they read as if they were writers; and a strong relationship exists between…