Defines the value of classroom research in terms of three paradoxes: (1) it steps back by taking an intimate look; (2) it yields a holistic view but also reveals the dynamics of its parts; and (3) it is a unique whole and a part of inquiry into language and learning. (RS)

Discusses the author's thoughts prior to, during, and after a literacy workshop for parents. Argues that parents want and need to play a stronger role in their children's education, and that educators and researchers need to find a different kind of language to communicate better with parents. (JAD)

Encourages participation of parents as coeducators in the child's learning program. Argues that the teacher's relationship with the student is achievement-oriented, where performance is evaluated, and that teachers are responsible for working with and relating to the student's family. (RAE)

Discusses bilingual students' backgrounds; language use and proficiency at home and school; and students' and parents' reactions to the bilingual program established for the children of Mexican immigrants. (RAE)

Argues that the purpose of school--of language and the language arts--is to empower children as public individuals, to give them tools to express their own visions of the world in the public arena. (RAE)

Describes a pilot language renewal program--Tachi as a Second Language--implemented in a California preschool. (RAE)

Describes a database course project which engages students in designing and developing their own data files. Asserts that the discussions which take place as students collect, organize, share their data, and consider ethical issues which arise from the proliferation of information systems, are most important. (RAE)

Discusses literature for transitional readers (8 to 11 year olds who can read fairly lengthy stories independently, but need to sharpen and extend reading comprehension and critical thinking skills). Outlines developmental characteristics of these readers, and characteristics of the literature they tend to favor. Includes references to 73…

Describes an alternative elementary school where teachers work together to offer dance as a complement to writing and the study of literature in a whole language approach. Encourages teachers to add new ideas to their curriculum, to use individual talents, and to collaborate with other teachers. (MS)

Explores the thinking strategies or "inner languages" children employ when they read and write. Finds merging of different patterns of thought in most children, which varied with the task at hand. Proposes that teachers structure time and space according to children's varied needs. (MS)

Discusses the inadequacies of standard conceptions of the writing process by relating the experiences of one child in a writing class. Proposes alternative ways to expand the concept of the writing process by incorporating related activities in reading, art, and drama. (MS)

Suggests drama in education as a teaching strategy which is likely to promote classroom dialogue. Discusses liminality as a dramatic quality which facilitates authentic dialogue between teacher and students. (MS)

Examines the reading practices and socially influenced responses of six eighth graders in a literature discussion group. Recounts the responses of the students' interpretive community. (MS)

Examines the writing of sixth graders to explore the issue of writing competence. Discusses how form allows young writers to achieve control over a writing task. (MS)

Illustrates the strength of the Socratic method by showing its applicability to a troubled student. Discusses feedback in the process-oriented approach to writing instruction, examining the purpose, nature, and focus of response. (MS)