Explores the potential of teacher research for informing theory. Contends that arguments about the perspectives of researchers and teachers are founded upon positivistic assumptions undergirding particular views of research as well as definitions of researcher and teacher. Encourages collaborative researchers to examine the philosophical bases of…

Attempts to strengthen the connection between theory and practice in the inquiry discussion. Presents three curricular perspectives prevalent today and situates inquiry curriculum among these perspectives. Addresses several critiques of inquiry curriculum. Provides scenarios and identifies the beliefs underlying these opposing perspectives in an…

Describes the author's reflections as she tutored three first-graders in writing, focusing on how she and one student both expanded beyond restricting ideas of what they were to do. (SR)

Explicates two opposing conceptions of knowledge. Explores the views of knowledge embedded in three major models of writing and their associated implications for classroom instruction in relation to the two major epistemological positions. Discusses the significance of knowing about knowledge and knowing, particularly with regard to the teaching…

Uses both the findings of formal research studies and the observations of sensitive teachers to illustrate the power of language for helping children gain control over, and put their mark upon, their surroundings. (HTH)

Asks herself 5 provocative questions so that the author can better align her teaching practices with her beliefs. Addresses thoroughly each question. Concludes that her current challenge is to continually examine how her teaching practices align with her vision of the future. (SG)

Explores the different perspectives classroom teachers and researchers bring to any collaboration, noting that the relationship between the two should be symbiotic and that the problems of practice should inform the questions that researchers ask, while the issues addressed in research should help teachers obtain a clearer perspective on teaching.…

Examines the discrepancies between what undergraduate language arts methods students think about writing and their actual responses to children's text. (SR)

Focuses on what the authors have learned from six exemplary teachers of writing who teach within high-stakes accountability systems. Notes that based on what they have seen in the teachers' classrooms and discussed with them and their students, their response to the reality of high-stakes testing is the need to "teach true and to the test in…

Discusses current research and issues concerning multilingual learners, and makes suggestions for school programs addressing bilingualism and multilingualism. (MM)

Reports on research that investigated students' perceptions of the purpose of certain whole-language strategy lessons. Concludes that, even in whole-language lessons, authenticity may be missing. Helps educators think more deeply about what literacy lessons should be like for students and how instruction can help develop students' strategies while…

Calls for resolution of the ambiguities and contradictions of the language and the practices of whole language. Attempts to elucidate conflicting conceptions and practices among whole-language advocates and thereby make whole language even stronger. (MG)

Offers descriptions of classroom experiences that support the theories behind writing as a process, a holistic approach to language acquisition, and Piagetian "egocentric" thinking. (SRT)

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)

Shares the experiences of one teacher as she implements process writing in her classroom. (MG)