Responds to Deborah Wells Rowe's critique of Sarah J. McCarthey's article in the same issue. (HB)

Illustrates the benefits and challenges of team-teaching in a multi-age classroom by describing one school's efforts at implementing language arts instruction within an interdisciplinary approach. Discusses initiating multi-age grouping and the advantages and challenges of multi-age classrooms. Offers recommendations. (SR)

Investigates the changing practices of two elementary school teachers in conducting writing conferences with their students as they incorporated the Teachers College Writing Project into their teaching. Provides contrasting examples of the teachers learning to alter classroom norms and responding to students in authentic ways. (SR)

Demonstrates ways in which three students in a multi-age, literature-based grade 3/4 classroom constructed and reconstructed their subjectivities based on demands of the social setting. Notes that each student's participation was influenced by gender, social class, ethnicity, and the task. Suggests that interpretations of students' interactions…

As theories about identity have shifted over time to viewing it as a multidimensional and ever-evolving process created by social and cultural settings, conceptions of literacy and implications for classroom practices have shifted as well. This book presents studies of students in Grades 3 to 6 at three different United States school sites located…

Responds to David Bloome's critique of Sarah J. McCarthey's article in the same issue. Suggests that researchers must risk reporting difficult cases and continue to negotiate their relationships with teachers in the quest for understanding of the social context of classrooms. (HB)

A case study used a social constructivist theoretical framework to study two students who participated in a writing process classroom in New York City. The teacher used literature to connect reading and writing in her lessons and conducted individual writing conferences with students. Students kept notebooks of their personal experiences and…

This paper explores the nature of a fifth/sixth grade New York City teacher's image of good writing, its effect on teacher-student interactions, and its influence on students. These three aspects are interwoven through a discussion of writing from personal experience, selecting a particular form for a specific audience, and including elements of…

Using a social constructivist theoretical framework, the case of Ella demonstrates how one fifth-grade, African-American student who participated in a writing process classroom appropriated the dialogue from social interaction and transformed it to use in her own texts and in her talk with others. During the teacher-student writing conferences,…