This paper explores how five third-graders constructed meaning in three school-based literacy participation structures, also examining teachers' invitations and the space they make for students' talk and students' comprehension practices. High-stakes assessments and mandated reading curriculum influence how comprehension is framed and how students…

This qualitative case study reports on a three-year writing enrichment program among second, third, and fourth graders at a public urban elementary school in a medium-sized midwestern city. Designed as teacher research, the inquiry is a phenomenological examination of the experience of the workshop for its participants, including more than one…

This ethnographic study's intent was to understand and interpret elementary teachers' evolving attitudes, perceptions and practices towards non-violence curriculum, the "Second Step" violence-prevention program, and a project model utilizing consultants to implement instruction. Findings included that the curriculum was not implemented as intended…