Language Arts - Volume 79, Issue 6, 2002

Suggests that good fourth-grade teaching is an expert activity--a complex activity that is not amenable to scripted materials, standardized lessons, or any one-size-fits-all plan for the organization of instruction. Shows that the 30 exemplary teachers discussed produce superior educational gains as measured on standardized achievement tests--not the most sensitive measures of complex achievement.

Presents a story of the collaboration of two educators who developed communities of learners in their own classroom contexts. Describes the experiences shared as they reflected, revised, and struggled to improve their own practice. Discusses their continual struggle with ways to fully engage all students in the community-building process.

Teachers make important choices in discussion groups as they support children’s dialogue about social inequities.

Explores what children would talk about if adults encourage them to talk, avoid dictating the topic, and just listen. Concludes that children told mostly about events that had just happened, and they nearly always put themselves into their stories.

Attempts to strengthen the connection between theory and practice in the inquiry discussion. Presents three curricular perspectives prevalent today and situates inquiry curriculum among these perspectives. Addresses several critiques of inquiry curriculum. Provides scenarios and identifies the beliefs underlying these opposing perspectives in an attempt to articulate the connection between practice and theory.

Interviews teacher and children's author Bill Martin, Jr. over a three-year period. Traces his early years before highlighting his professional milestones. Describes themes that emerged from this study of Bill's career.

Considers some of the current and emerging issues in the language arts, and how they are reflected in professional books. Discusses three books with distinct themes that challenge conventional wisdom about literacy. Suggests that broadening the framework of literacy will make it more accessible and equitable for a wider range of children.

Presents annotations of approximately 80 web sites that range in coverage from idiosyncratic and focused to diverse and comprehensive metasites. Notes categories of sites include: children's literature web guides; trade book publisher web sites; author/illustrator sites (metasites and individual); book review sources and teaching ideas; web sites with a multicultural focus; and children's literature discussion groups on the web.