Details the author's struggle to come to terms with the separation between her public/academic writings and the lifelong history of private, personal writings. Explains that in attempting to validate herself as a writer, she seeks to connect, to tie, to know, and to "sew" her experiences with those of other female writers. (TB)

Examines the relationship between life history and religion and the relationship's implications for education. Argues that the topic is a traditional one for education. Describes research findings concerning the religious implications of autobiographical reflection and the development of meaning in life history. Concludes that religion remains a…

Discusses a women's literature course designed to explore the connections between the narratives that students read and discuss and the narratives that they live and write. Examines a variety of sources, including fiction, biography, autobiography, literary criticism, history, psychology, sociology, and popular culture. (RS)

Describes a writing assignment in which a teacher asked students to prepare a one-page autobiography written in E-Prime, a form of English deleting all forms of the verb "to be." Presents student comments that suggest that the assignment was highly beneficial. (HB)

Discusses how teachers and parents can help children turn everyday experiences into topics to write about, whether in the form of personal journals, autobiographical essays, or poetry. (MDM)

Describes part of a larger research project that uses autobiographical, qualitative analysis to investigate the acquisition and development of environmental subject knowledge and concern during a child's first 3 years of school. Examines the influence the outdoors, educational courses, relatives, the media, and organizations have on the…

Explores aspects of autobiographical accounts of childhood. Considers Freudian explanations of how recollections of childhood are bound by memory; then describes the distinctive form of definitions of oneself-as-child and relates them to post-modern theories about the self. Discusses ways in which recollections of childhood are framed by the…

Describes how Frederick Douglass's "Narrative of the Life of Frederick Douglass, an American Slave" can be used to explore differences between biography and autobiography, and how a personal account can be used to change attitudes of others. Presents poems written by 10th- and 11th-grade students composed after reading Douglass's…

Learning autobiographies enable adult learners to gain a deeper insight into theories of adult learning. Writing their learning autobiographies helps adults chart how they have grown and developed. (Contains 11 references.) (Author/JOW)

The purposes of this study are to discuss the visionary instructional planning through the social process as school wide faculty collaboration and prepare teachers through their identity connections of graduate reading application. The discussion exemplifies four collaborative instructional teams from Honduras Elementary School, Houma, Louisiana,…

This study examines autobiographies of American teachers of French in order to make explicit their beliefs regarding French language and culture. The themes of class and power are prominent in these teachers' belief systems, as is the desire for self-transformation through mastery of French and miming a subset of French behaviors. These notions…

"Teaching for Joy and Justice" is the much-anticipated sequel to Linda Christensen's bestselling, "Reading, Writing, and Rising Up." Christensen is recognized as one of the country's finest teachers. Her latest book shows why. Through story upon story, Christensen demonstrates how she draws on students' lives and the world to teach poetry, essay,…

The legacy of the New Critics, including its historically male-dominated canon of poets, continues to hold influence, in part because its methods of reading preside over many college classrooms. New Critical readings stress careful explications, based solely on the evidence offered in the lines of the poem. This way of reading encourages careful…

Gill Hatch was a very fine mathematician. Indeed, following her undergraduate studies in Cambridge in the late 1950s, she was one of the elite who went on to the notoriously difficult Part III of the Mathematical Tripos. In this article, the author describes the autobiographical accounts of Hatch during her teaching career in teacher education, as…

This article is both a sequel and a companion to the account by Gill Hatch, published in "MT196," of her experience in her first teaching post--as a College of Education Assistant Lecturer. A chance remark by Gill in 2001 made the author aware that their careers as mathematics teachers had begun in similar environments. They set about compiling a…