Introduces, in four steps, the "How-Tos" of the process of inquiry. Illustrates the inquiry cycle with examples from the inquiries of two teachers, and notes that the inquiry process provides a structure for the process of thinking about teaching. (SR)

Describes the sociocultural context of Greek education, especially foreign language learning, as well as teaching practices and approaches. Describes a foreign language program (Teaching English) in a Greek preschool, and notes positive reactions to the program. (SR)

Argues that a portfolio is a place for teachers to organize information, demonstrate growth and development, and make their thinking visible, but also allows them to monitor and manage their own learning--truly a professional development tool. Reviews briefly four books on teacher portfolios. (SR)

Describes how a middle-school teacher used "Charlotte's Web" in Reader's Theatre and in a writing workshop. Describes how the book was used as a writing model for dialog and for examining literary devices. (SR)

Reprints a classic article published in this journal in 1970. Considers the interplay between interest, motivation, and self direction on the one hand, and the reading levels concept on the other hand. Warns that the concept of reading levels is often focused on errors, and that this tends to distort perceptions with regard to the primary goal of…

Reflects on the author's training as a Reading Recovery teacher and examines her uneasy feelings about this highly acclaimed program. Notes that teachers do not have a voice in their training and that students do not have a voice in their Reading Recovery lessons. (SR)

Presents the response of five Reading Recovery teachers to an article in the same issue of this journal by Bonnie L. Barnes critiquing Reading Recovery. Offers Barnes' answer to their response. (SR)

Describes the Charlottesville (Virginia) Volunteer Tutorial, a one-on-one tutorial program that promotes the literacy development of young children and involves a wide range of community volunteers. Suggests that the program offers one model of an affordable, alternative form of early intervention. (SR)

Describes how elementary educators (a principal, a reading supervisor, and two first-grade teachers) collaborated to develop research-based procedures to help at-risk first-graders to become "word detectives." (SR)

Describes a two-week unit about Benjamin Franklin, and discusses what happens when 9- and 10-year olds use their own language and life experiences to learn new content. (SR)

Offers brief annotations of 42 children's books grouped around the theme of perspectives: changing perspectives, immigrant perspectives, a character's perspective, a woman's perspective, and books with fascinating artwork that provide readers with interesting visions. (SR)

Describes a unit on Sir John Franklin's arctic expedition in order to examine teachers' motivations for engaging in a negotiated, integrating curriculum. Discusses the benefits for learners and the message of caring that results. (SR)

Discusses and dispels four myths about second-language education. Shows that ample evidence favors bilingualism, bilingual education, and literacy in children's native languages as the means to help children grow academically. Offers "best practices" recommendations regarding program, methods, materials, and parental involvement. (SR)

Discusses recent work on the nature of children's motivations for reading, in particular a reading-specific measure of motivation called the Motivations for Reading Questionnaire. (SR)

Describes using student-constructed photographic slides with students from kindergarten through high school to give students the opportunity to explore reading and writing on any topic of study. (SR)