Describes a class project in which students solicited the opinions of famous and important people concerning the issue of nuclear war. The project taught students the process of inquiry and critical thinking. (HTH)

Discusses the types of revision second-grade students conducted on their writing that, at first, were not obvious to the teacher. These include revision in an individual conference with the teacher and revising by expanding a journal entry. (HTH)

Discusses efforts at teaching children in kindergarten how to write, indicating that emergent readers can indeed write with scribbles, random letters, numerals, and sometimes words. Discusses their dictation, journal content, writing stages, and developmental trends. (HTH)

Describes how kindergarten children use invented spelling to rewrite Mother Goose nursery rhymes, indicating the phoneme grapheme system the children perceived from spoken language. (HTH)

Explores the effects of positive and negative reinforcement in the classroom and the role of language in the "celebration of learning." (HTH)

Discusses the collaboration that developed among two classroom teachers and a university instructor while one of the teachers visited classrooms to investigate the question: How can classroom teachers promote children's language and language skills? (HTH)

Discusses the Teaching Act Model and the very complex set of contexts that determines why each teacher does what she or he does and that makes the appropriateness and effectiveness of those decisions not completely determinable by observation alone. (HTH)

Discusses materials in the ERIC system concerning knowledge or schemata children have when they come to class, behaviors a teacher may observe, and suggestions teachers can keep in mind when planning creative activities that support children's meaning-making efforts. (HTH)

Argues that James Moffett's influential model of a young writer's development is flawed, because it depicts beginning writers as being far more limited than they are. (HTH)

Reviews recent research suggesting that teachers may unintentionally perpetuate social class stratification during reading instruction. Explores possible solutions to the unequal treatment of social classes during reading instruction. (HTH)

Describes an informal classroom research project that explored how children perceive the changes they make in their writing and what they think about when they write. (HTH)

Offers half a dozen methods for "publishing" or sharing students' written work. These include reader's theatre for students' poetry, medieval manuscript illumination, and computer graphics. (HTH)

Explores the patterns in children's talk about their writing, by means of transcribed conversations during daily writing/sharing sessions in a first grade classroom. Discusses the importance of this kind of talk. (HTH)

Highlights children as a source of information about curriculum development. Observes how and why some first grade children write, and how this may affect teachers' instructional assumptions. (HTH)

Interviews Jan Turbull about her work with writing teachers in the St. George Writing Project in Australia. (HTH)