The Urban Sites Network of the National Writing Project was conceived, designed, and implemented as a national teacher inquiry network for urban sites of the National Writing Project. The goal of the Urban Sites Network has been to develop, articulate, and implement a new agenda for National Writing Project sites serving larger cities. Over the three years of the project, a diverse group of 120 K-12 teachers developed and conducted structured, 2-year inquiry studies of their classrooms or schools. The eight teacher inquiry studies which make up this book are a part of the effort to answer some of the difficult questions that were raised. Through these studies readers of the book will meet eight teachers who are not afraid of change, who are willing to challenge their own cherished beliefs, who are trying to see through the eyes of their students and their families. The book's essays/case studies detail how insightful teaching produces excellent achievement for those students that school systems have frequently failed. Essays in the book are: "The Blooming of Maricar: Writing Workshop and the Phantom Student" (Howard Banford); "No Problem. We Can Speak with the Hands: Group Work in a Sheltered High School Classroom" (Myron Berkman); "Learning from Laura" (Bob Fecho); "No Longer 'Too White': Using Multicultural Literature To Promote Academic Achievement and Cultural Understanding" (Carole Miller); "Dialogue Journals: Passing Notes the Academic Way" (Christine Cziko); "Making Connections between Families and Schools" (Marci Resnick); "Extending the Literate Community: Literacy over a Life Span" (Deborah Jumpp); and "'Are You the Teacher Who Gives Parents Homework?'" (Carole Chin). (NKA)