Describes an approach to teaching the elementary school curriculum using heuristics, which develops children's critical thinking skills. (SRT)

Lists and discusses nine classroom practices designed to support writing as a process. (SRT)

Discusses new ideas about teacher education, specifically, the need to develop a literate community of teachers who are familiar with the most current educational philosophy and theories. (SRT)

Describes a three-week seminar for education students that simulated the environment of the classrooms in which they will eventually teach and focused on the writing process, the reading process, and the reading-writing relationship. (SRT)

Charts the growth of a special education teacher involved in an inservice program for which she kept a learning log recording her responses to readings and eventually how she assimilated new ideas into classroom practices. (SRT)

Describes an inservice program for which teachers watched the moon, kept a journal of its appearances, made drawings of it, and tried to fathom its habits. Asserts that through being involved with this learning experience, teachers understood more about how to teach productively. (SRT)

Describes the experiences of an elementary school teacher as she researches a topic and simultaneously begins to understand her own learning processes. (SRT)

Argues that good action research carefully utilizes action and reflection because knowledge is acquired through a reciprocity between thought and action. (SRT)

Describes the experiences of one recipient of a teacher researcher grant from the National Council of Teachers of English as her research began to inform her teaching and her teaching influenced her research. (SRT)

Presents research showing that spelling is a complex developmental process and that once the stages of development are identified, teachers can help students to develop strategies for learning standard English spelling, and they can assess students' progress more accurately. (SRT)

Discusses (1) classroom experiences of the reading writing relationship, (2) one student's experience with realizing how writing for an audience changes the demands of writing, and (3) how a teacher realized that while he had taught his students to cooperate with him, he was not cooperating with other teachers. (SRT)

Discusses (1) the possibility of children developing meaningful lives, (2) literature as a way of understanding children's lives, and (3) the importance of understanding children's consciousness and how this might be done. (SRT)

Provides a historical review of the concept of childhood beginning with childhood as a natural state and ending with childhood as a socially constructed reality. (SRT)

Argues that children's books are agents of socialization and examines childhood as a socially constructed concept throughout history. (SRT)

Presents observations of three children's styles of symbolic language focusing on how each leaned to different degrees on drawing and talking to create their imaginary worlds and thus faced different challenges in rendering those worlds in print. (SRT)