When she began teaching, one instructor thought everything had to come from her. It took a couple of years before she understood that what students themselves bring to the experience is instrumental--even vital--in helping them connect with what happens in the classroom. In their freshman composition journals, students produced writing based on…

This report presents stories, written by teachers in the northwestern United States, about their experiences with curriculum over the years. The stories come from several groups, including four teachers who wrote as individuals, one pair of close colleagues, and one interview with a team of educators. The teachers responded to questions about how…

This article focuses on classroom-based narratives that reflect how a convenience sample of 25 graduate students, who were also practicing teachers, wrote about and utilized the real-life events and experiences of their students to help them become instructional explorers and effective problem solvers. The narratives had to be a depiction of…

This booklet contains a collection of writings by students of Alternative Junior/Senior High School in Fairport, New York, who share their thoughts about the world and the society of which they are a part. Their comments include thoughts on being at risk in the educational system; living poor; music styles that they like; what they see as relevant…

From the perspective of the project leader, this book traces the growth and development of the Early Childhood and Family Education Project in Morasha, Israel, during the 8 years of its existence (1982-1990). Chapter 1 describes Morasha, a poor, immigrant neighborhood in Ramat HaSharon, and the author's childhood there. Chapter 2 describes the…

This newsletter describes mentoring programs that have been successful in improving the academic achievement of at-risk Hispanic American youth. "Mentoring Programs Bring Results" (L. F. Cavazos) discusses how mentoring programs can help Hispanic American youth develop the skills needed for success while preserving their cultural…

This pamphlet profiles almost 50 successful individuals who credit some of their career success to the financial aid made available by the Higher Education Act of 1965. The success stories are arranged in chronological order by year of college attendance, from 1965-66 to 1989-90. The profiles describe the individuals' educational background,…

This book describes a wilderness therapy program for troubled youth. Teenagers struggling with drugs, abusive or neglectful families, depression, suicidal thoughts, or their own impulses to lie or steal spend months in the Utah desert learning to survive in the wilderness, cooperate in group activities and problem solving, communicate with other…

As an outcome of the author's experiences at several American universities, and based on critical race theory as espoused by Bell (which uses narrative to bear witness to lived experiences of racism in American society), a project was undertaken to record conversations with four non-white students at a university in the southern United States.…

Andrews University, Michigan, developed the First Day of School Experience for preservice teachers, which coincides with the opening days of school in area K-12 public and private schools where preservice teachers are placed for their student teaching experiences. The program allows preservice teachers to develop competence in beginning the school…

Recalls the elementary and secondary educational experiences of a Canadian graduate student in education. Connects personal incidents to pedagogical issues of student performance, teacher student relationships, self concept, and social development. Concludes with a correspondence between the student and one of his early teachers. (MJP)

Constructs an effective and scathing criticism of the lack of supervision involved in one university's student teaching program. Includes a personal narrative of a student teacher dealing with confusing policies and sexually aggressive and drunken students without the benefit of support or supervision. (MJP)

Examines the possible roles and contributions of postmodernist thought to educational research. Models some of these approaches in its consideration of interviews collected during a project reviewing the careers of educational researchers. Provides a number of verbatim transcripts from the interviews and discusses their various narrative and…

Advocates a vision of social studies that includes the contributions, perspectives, and experiences of women. Proposes focusing on personal narratives as a simple and effective method for accomplishing this. Outlines a model unit of study for a grade four social studies class. (MJP)

Recounts the evolution of the author's awareness of the importance of women's history. Discusses the strengths and limitations of three general paradigms for teaching and learning about women in history: the "great woman" model; the "women as victims" model; and the "women as historical supplement" model. (LS)