Reflecting on challenges that had surfaced in their own and others' efforts to get pupils to write historical narratives, Rachel Foster and Kath Goudie went back to the drawing board to consider the disciplinary purposes of narrative. They used both historical scholarship and theoretical works by historians on narrative construction. Their…

Background/Context: Positive teacher-student relationships are critical for Black boys' learning across single-sex and coeducational environments. Limited attention to these relationships by school professionals is rooted in deficit-oriented conceptions of boyhood and Black masculinity. The popular message of deficiency and pathology is clear:…

An eighth-grade language-arts teacher describes action research she conducted with her class of "bums." She sought to determine what environmental factors in the classroom might influence motivation and what types of rewards are effective. (IAH)

Folk models have been called unspecified programs that are passed on and learned experientially. Through a narrative reconstruction of a participant observer's fieldnotes on an eighth-grade teacher's professional activity, the researcher sensed two folk models at work: (1) knowledge as corpus, hierarchically organized; and (2) knowledge in…

This book argues that the overemphasis in school systems on all students meeting high academic standards is detrimental to meeting the needs of idiosyncratic students in unique life circumstances and with aberrant behavior. The book presents stories from one teacher's experience in teaching remedial reading to seventh and eighth graders in a…