This collection of articles focuses on connections between education policy and teaching and learning practice. The articles place special emphasis on teaching in urban settings and on improving teacher-student interactions in the classroom. The articles--organized around three major themes: (1) race, culture, power, and language; (2) teacher expectations and school effectiveness; and (3) school accountability and teacher control--are as follows: "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (Lisa D. Delpit); "Because You Like Us: The Language of Control" (Cynthia Ballenger); "Apprenticing Adolescent Readers to Academic Literacy" (Cynthia L. Greenleaf, Ruth Schoenback, Christine Cziko, and Faye L Mueller); "Blind Vision: Unlearning Racism in Teacher Education" (Marilyn Cochran-Smith); "Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education" (Ray C. Rist); "Lesson from Students on Creating a Chance to Dream" (Sonia Nieto); "Promoting the Success of Latino Language-Minority Students: An Exploratory Study of Six High Schools" (Tamara Lucas, Rosemary C. Henze, and Ruben Donato); "A Charter to Educate or a Mandate to Train: Conflicts between Theory and Practice" (Johanna Elena Hadden); "Organizational Control in Secondary Schools" (Richard M. Ingersoll); and "Getting to Scale with Good Educational Practice" (Richard F. Elmore). (WFA)