Finding a way to integrate authentic learning experiences and explicit instruction is essential if teachers are to adapt to the current policy environment while at the same time acknowledging the rights of students to determine their own goals for literacy learning. Toward this end, the author presents a case study of one student's development as…

Relates how one teacher used the writing and sharing of journals in a graduate education class as dialogue to promote an understanding of learning and teaching, and to "lead from behind" by sharing her journal with the class. (SR)

Suggests that learning comes about by recognizing anomalies, experiencing doubt, and making subsequent changes, and uses a study undertaken in a classroom for learning disabled students to illustrate. (JC)

Discusses how two teachers of freshman composition attended each others' classes as observers for a semester. Relates the discoveries they made about their teaching styles and distribution of authority in the classroom between teacher and students. (SRT)

Explores why it is both difficult and vital to model nonauthoritarian, student-centered, collaborative learning in a teacher workshop on writing. (SRT)

Discusses three major areas of student resistance to teachers' attempts to bring liberation pedagogy into the classroom, so that teachers can better understand the validity of this resistance. Suggests possible ways of overcoming it. (SR)

Offers a discussion, in the form of a portfolio, of how the author helps student teachers reflect on their teaching through learning portfolios including artifacts on the culture of teaching, pedagogical insights, big risks and monumental leaps, and failures. Notes that these portfolios often surprise and instruct the author about students'…

Tells the story of how two new English education professors attempted to introduce alternative methods of writing assessment to their education students. Explains the beliefs the professors brought to the experience and how these beliefs were altered by the resistance the professors encountered from their students. (TB)