Discusses how collaborative writing can be a tool for activating students' multiple voices and multiple versions of self and the world within the classroom. Describes three collaborative writing projects in which special education students discussed and wrote about important knowledge that was formed in their own contradictory moments. (MM)

Describes how, in a second-/third-grade classroom, and in the context of writing workshop, another kind of community developed--an informal but long-lasting "writing club" with eight core members who worked collaboratively and developed a story topic that became the dominant story topic pattern throughout the remainder of the school year. (SR)

Interviews children in a collaborative learning classroom to understand their perceptions of collaborative learning. (MG)