Examines one teacher's attempts to understand and enact a nonprescriptive, nonlinear project-based approach to science instruction. Details the challenges the teacher faced in enacting two projects and some of the dilemmas she faced as some of her previous beliefs about teaching and learning came into conflict with her emerging understanding of…

Four case studies demonstrate how middle grade teachers addressed the challenges and dilemmas of enacting project-based science in their classrooms. Notes that the teachers attempted to enact several common features of project-based science, including student collaboration and ownership and the use of technology. Also notes that teachers'…

Draws conclusions regarding how five teachers learned to enact project-based science, a method grounded in constructivist theory. Describes how the teacher-researcher collaborative activities unfolded, based on a model of teacher change that focused on cycles of collaboration, enactment, and reflection and how these activities contributed to a…

Examined one third-grade teacher's portfolio of her literacy instruction for a school year along with her reflections on how creating the portfolio influenced her teaching and thinking. Uses other teachers' self-report data to extend this teacher's reflections on the pedagogical and nonpedagogical effects of the teacher portfolio. (BB)

Studied collegial interactions of four Canadian elementary teachers and their partners participating in the Supervision for Growth program to determine the effects of collegiality on teachers' work. Using field notes and interview transcripts, found that the quality and quantity of collegial interactions covered a broad spectrum and that the…