Offers reflections and anecdotes from the seven-decade writing career of the well-known children's author of "Bows against Arrows" (1934) and the five-book series beginning with "Boats on Bannermore" (1949) about a group of teenagers in a grammar school. (TB)

Provides language arts teachers with specific techniques to help content-area teachers get more writing into their classrooms. Suggests that some of these techniques might be helpful to language arts teachers themselves, especially in getting students to think about learning. (TB)

Puts forth a plan for raising student consciousness about audience through peer evaluation sessions. Targets three areas of effective autobiographical writing: an engaging opening; focus; and showing, not telling. Discusses grading rubrics for these categories appropriate for student readers. (TB)

Argues for the value of reading and interpreting autobiographical writing in a high school literature class. Explains a teaching method whereby students are asked to choose a special passage and respond to it in their journals from a personal viewpoint. Suggests that the sharing of these passages in class builds class chemistry. (TB)

Drawing on the autobiographies of school principals, proposes guidelines that can help educators combat the occupational hazard of excessive stress. Each guideline is illustrated by vignettes from educational leaders who have learned how to avoid some thinking fallacies that could erode self-esteem and leadership effectiveness. (RJM)

Maintains that early formative experiences have a strong impact on the way beginning teachers think about teaching and about becoming professionals, and that teacher training institutions must accommodate and deal with the autobiographies of preservice teachers; otherwise, future beginning teachers will teach as they were taught. (SR)

This article argues for the inclusion of narrative literature in college social science courses, since such literature can enhance students' understanding of scientific content by elucidating theoretical and empirical concepts with concrete examples. Evidence of the effectiveness of autobiographical literature is presented, and suggestions for…

One teacher educator's approach to developing cultural awareness among future teachers was to have them read biographies and autobiographies about teachers in a variety of situations. Student responses to the personal stories are discussed. Use of such materials in a variety of disciplines, as a means of promoting critical thinking, is…

Suggests that the power of autobiographical writing, as part of teachers' reflection and theorizing, is in its potential for rethinking teaching and schooling from a critical and feminist vantage point. Maintains that an autobiographical approach keeps alive a woman's sense of the problematic nature of all theoretical discourses and works to test…

Presents a teaching strategy that bridges expressivism and social constructionism. Discusses finding the sociopolitical and the cultural in the personal and describes seven steps centered on storytelling and autobiographical writing by which students connect their cultural backgrounds, their own individual ideas and values, and those of mainstream…

Focuses on how various literacy narratives portray passages between language worlds. Considers how such passages are relevant to a writing pedagogy. Stresses the relationship between such literacy passages is useful in basic writing contexts. Analyzes two essays written by one student who portrays such a literacy passage. (HB)

Provides an autobiographical account of the author's childhood and adolescence. Examines the experience of coming to literacy. Considers the nature of a white working-class girl's sorties into the larger white middle-class culture. (HB)

Asserts that reading and writing autobiographies can help both native and language-minority students to develop a fluent narrative voice and to become better writers. Describes a unit called "Voices in American Literature," in which the students read and write autobiographies, keep reading logs, and share their ideas in group discussion.…

Discusses how preservice teachers, whose cultural backgrounds may differ drastically from the students whom they teach, take up the challenge of cross-cultural dialog through autobiographical writing. Invites educators to provide beginning teachers the opportunity to discuss and be exposed to such issues. (HB)

Discusses how the author remembers Lawrence Kohlberg and how she came into a long-term conversation with him that influenced the course of her research. Emphasizes the impact that bringing women into studies of child development and psychology had on these fields. (DSK)