Narrative inquiry in English education comes in many shapes and forms--tales of classrooms and communities, didactic argu-stories, postmodern pastiches, open tales with O. Henry endings--but the heart of the enterprise is research in the form of story or, in other words, exploring the world by telling a story about it. In many such tales, all of…

This piece was guided by the framing question "How can CEE [Conference on English Education] help its constituencies, the broader public, and policymakers understand the relationship between research and teaching?" The authors consider the usefulness of a range of empirical traditions; explore how expert language arts teachers read, conduct, and…

Argues that reflective practitioners use unfamiliar research methods and forums for publication, methods and forums that have not yet been recognized as legitimate or authorized to build the base of knowledge that informs their practice. Draws attention to the forms and forums in which reflective practitioners work. (SC)

Demonstrates how the work published in "English Education" between 1994 and 1996 figures within the larger body of what has come to be called post-modern scholarship. Defines postmodernism and then considers how the work published in "English Education" contributes to postmodern thought and to the study and teaching of composition, literature, and…

Demonstrates the centrality of the anecdote in productive teacher talk. Argues for its wider recognition in educational research that has as its aim better teaching and learning. (RS)