Shows, in one teacher's autobiographical account, that understanding connections between teachers' lives outside of school and themselves as teachers helps them to see how to link the worlds of home and school for their students. (SR)

Offers reflections by a teacher educator who spent a year teaching a third-grade class. Discusses the realities of a teacher's internal decision-making process and day-to-day interactions with children in the classroom. Notes that uncertainty is what keeps the inquiry process going. (SR)

Argues that focusing vision and going beyond imitation is the path by which the teacher becomes a learner and, as a result, a better teacher. Illustrates the individual search for authority of two teachers through two personal stories. (SR)

Suggests that the dangers and risks in whole language are real and irremedial, and educators' only recourse is to take responsibility for its shadow side and attempt to learn the lessons that even "monstrous examples" portend. (RS)

Offers seven stories about one teacher's preschool and elementary school children to demonstrate that it is from their students that teachers learn to be better teachers. (SR)

Presents an ethnographic study of a first-grade whole-language classroom. Focuses on the teacher's philosophical evolution and the pivotal classroom interactions that served to translate her beliefs into practice. Notes that, even for a master teacher, the temptation to retain control was formidable. (RS)

Illustrates the concerns and problems that two teachers have tackled and are currently addressing as they change their teaching to an integrated language program. Considers issues and dilemmas that emerge when teachers begin to share power with their students. Covers some parallel power issues that arise in the collaboration between…

Offers one teacher's account of a year of process approach to writing instruction in her fifth-grade class. Focuses on the importance of not getting caught within a narrow vision when reflecting on classroom practice. Notes the crucial role students need to play in instructional decision making. (SR)