Describes the author's experiences as a researcher working with a second grade teacher to implement change in the literacy curriculum, arguing that educational researchers need to engage in collaborative pedagogy with classroom teachers to develop a "theory of use." (HTH)

Discusses the differing viewpoints of a classroom teacher and a researcher on the use of small groups as a teaching technique to illustrate the conflict between the researcher/teacher perspectives. (HTH)

Describes a collaboration between a researcher and a fifth grade teacher, and how the teacher progressed gradually from a beleaguered instructor to a "researching teacher" capable of solving problems. (HTH)

Presents the authors' varying perspectives as teacher researchers reflecting on their first-time implementation of a cross-age, primary-grade literacy project. Identifies several themes as important sites of difference among the teacher-researchers. (SR)

This article describes the author's efforts to engage teachers in language study in a graduate course involving graduate students in Literacy Studies and TESOL programs. In the course "Language, Culture, and Identity: Issues for Teachers and Children," teachers study language like linguists: looking closely at language in use through in-class…

Describes how a group of language arts teachers established a year-long research project in collaboration with a university, and how, through participation in the project, they transformed their teaching, became more active professionally, and became critical, responsive users of current research. (ARH)

Explores the different perspectives classroom teachers and researchers bring to any collaboration, noting that the relationship between the two should be symbiotic and that the problems of practice should inform the questions that researchers ask, while the issues addressed in research should help teachers obtain a clearer perspective on teaching.…

Points out that traditional report cards contain messages about the nature of reading and writing that need to be reexamined. Describes the process that a group of reading clinicians went through to develop a meaning-centered checklist to evaluate the reading and writing of elementary school children. (ARH)

Describes how the authors collaborated on a teacher research project in three elementary school classrooms (first, second, and third grade) as a means of documenting teaching and learning in "Wholistic" classrooms. Offers a skill sketch of the data collected in each classroom, documenting exactly which skills were receiving attention and practice…

Points out the many people who influence what goes on in classrooms, and relying on insights gained from research on language interaction, offers guidelines for communicating with these complex audiences--parents, administrators, policymakers, politicians, and the general public. (HTH)

Describes observations of two British primary school classrooms and how teaching conditions set up or preclude gender specific reading attitudes. (HTH)