Discusses materials in the ERIC system that deal with the concept of scaffolding, building on children's natural language, and ways teachers have translated the concept into instructional strategies. (HTH)

Calls for the educator/researcher to listen to and to assimilate children's stories of their school experiences and to reconstruct the meaning of schooling through their eyes, resisting cultural hegemony, and quantification. (HTH)

Explores the fluctuating but hierarchical nature of the educational roles and relationships between parent, teacher, and child. Suggests collaboration as an organizational alternative. (HTH)

Describes inadequate home literacy experiences of three children, noting that the home expects the school to educate the child and the school expects certain prerequisites of the home, but neither is aware of the other's expectations. Exhorts schools and teachers to communicate better the parents' role in early literacy education. (HTH)

Reports on observations of five preschool children in the home and kindergarten classrooms, which indicated that while children initiate literacy experiences in the home, they become passive in the mediated environment of the school. (HTH)

Recalls the energy and dedication of a homely first grade teacher. (HTH)

Demonstrates how minority "group" behaviors and beliefs can have complex and powerful effects on individual learning in the classroom. (HTH)

Classifies the different language interactions that occur in the school and home, ranging from those that give the child or learner the power to make language choices to those that control the child's use of language. (HTH)

Discusses ERIC resources on the ways reading teachers can work with parents to enhance school age children's literacy in the home. (HTH)

Explores internal and external measures of excellence, noting that while excellence is easy enough to recognize, a true and reliable measure of excellence is difficult to come by. (HTH)

Discusses how the socioeconomic "caste system" operates to differentiate education, and addresses questions concerning the definition of mainstream competence and the labeling of students as unfit or incompetent. Discusses the shortcomings of the three solutions for language incompetence. (HTH)

Notes that those cross-cultural classroom exchanges that yield the most energy, intensity, and recognizable change are those centered upon students' simple needs, feelings, and fears. Uses such exchanges as the focus for wide-ranging questions about how best to modify language arts curricula and teaching to meet students' needs. (HTH)

Argues that literacy in the 1980s means the power to use language for one's own purposes as well as those of society. Explores the classroom phase of exercising this power through the critical commentary and discussion of social issues of three students in a lower-class London school. (HTH)

Discusses ways in which the regular classroom teacher can design language development programs for limited-English-speaking children. (HTH)

Describes how a remedial instructor joined forces with a regular classroom teacher and developed learning contexts that would enable students with learning difficulties to experience success at academic tasks through shared learning. (HTH)