Reports the results of research on the effects of exposure to schooling on student achievement. Data were collected covering a 10-year period in which a high school deliberately reduced the amount of classroom time available to it students. (Author/WD)

Describes one multi-age classroom that includes children from 6-11 years of age (traditionally grades 1-5). Explains how this unique learning community began; how student groupings were established to promote social interaction and peer collaboration among a wide age span of children; what the class looked like in actual practice; and what the…

Describes a study that showed how and what two classes of middle-track 10th graders wrote and learned when their teacher employed reader-based and teacher-centered instructional tasks for discussing and writing about a short story. Finds that reader-based tasks for reading and writing may enable teachers to rethink literature instruction in…

Discusses the importance of classroom-based research on student learning in technology and ways in which this learning can be enhanced. Describes some fruitful areas of classroom-based research that could inform technology curriculum development. (Author/KHR)

Explores complexities that arose as the author engaged in feminist literacy research in a fifth-grade classroom where the author worked collaboratively with the teacher to implement literature discussion circles. Notes the need to disrupt her own assumptions regarding power, the expert position, and her need for maintaining comfort. Sheds light on…

Discusses the meanings of collaboration from the author's perspective as a participant in classroom research. Examines a primary grade project that combined collaborative research with staff development. Notes that while participants face a risk in sustained collaboration, these partnerships can stimulate learning for teachers, administrators,…

Discusses children's interest in names, and the importance of this interest for their developing literacy. (MM)

Argues that teacher researchers are reflective practitioners searching for insights to improve their teaching practice, which does not exclude them from "proving" generalizable truths. Argues that different interpretations of the term "teacher researcher" enrich the debate. (RS)

Finds that case assignments used in a college business composition course generally produced more effective writing products than did traditional model assignments. Suggests that the writing processes and attitudes involved in the case assignments were highly sensitive to audience and context, whereas those involved in the traditional assignments…

Relates the story of a ninth-grade student who worked to convince the school board to allow changes in policy to adapt to his best friend's strong reaction to bright lights which handicapped his friend's efforts to learn. Urges teachers to experiment with learning styles and add to the existing body of research. (SR)

Discusses a study of the effects of music listening upon student achievement. Reports that seventh grade students listened to music while independently studying the earth-sun relationship. Concludes that there were no significant achievement differences among students who learned while listening to rock, classical, easy listening, or no music. (SG)

Questions traditional composition techniques and their effects on student thinking and problem solving. Demonstrates how one high school English teacher responded to these classroom issues by reading relevant research and supplementing it with a study conducted on her own students. (HB)

Investigates the role of journalism and mass communication education in teaching students about media bias toward minorities. Suggests that the problem of white journalists' bias and insensitivity to minorities can be traced back to the classroom. (RS)

Examines literacy construction and use in four subcontexts in a preschool classroom. Sees a reciprocal dynamic between the patterned life of each subcontext and the patterns of literacy accomplished there. Notes that teachers and students have their own reasons and purposes for invoking literacy as a social tool. (RS)

Describes the philosophy and practices of a number of elementary teachers and the literary experiences of a few second graders in great detail. Finds that, although children may be enjoying worthwhile literary experiences in individual classrooms, they have yet to be exposed to a coherent, "institutionalized" literature program across…