This article is a discussion of the importance of using student resistance to inform and change teacher practice. The authors relate two narratives of practice, one of which takes place in a constructivist second-grade classroom in Ontario, and a second that takes place in a preservice classroom in California. In the first, a student uses the…

This qualitative work analyzes what parents, teachers, and children say about reading when Accelerated Reader and Reading Renaissance are used for reading instruction. Critical discourse analysis offered a glimpse at beliefs about reading and how power relations were embedded in what teachers, parents, and children said about AR and reading.…

The purpose of writing is to communicate with an audience. Teachers need to move heaven and earth to be sure that every child knows what it is to become a published author. Criteria for selecting a piece is important. In this article, the author explores why the criteria that children use for selecting poetry to share with an audience differ from…

Suggests that teachers employ dialogue rather than censorship in dealing with the moral dilemma provoked by racist or sexist fiction. (DD)

Reflects upon teachers' experiences in using core literature pieces to develop units of study. Raises concerns related to the weakly connected instructional activities generated in the planning of units focused on these teacher-selected literature works. Challenges educators to consider a process for developing conceptually related literature…

Describes the experiences of one recipient of a teacher researcher grant from the National Council of Teachers of English as her research began to inform her teaching and her teaching influenced her research. (SRT)

Recounts efforts by the author and others to shift reading instruction from dependence on basals to the use of trade books and a greater range of choice for students in selecting reading materials. (HTH)

Explores several concepts relevant to instructional materials that emerged from seminars sponsored by the National Council of Teachers of English and the International Reading Association. Describes how basal readers--so prevalent in instruction--fall short of these concepts, and what can be done to improve instruction. (HTH)