Language Arts - Volume 97, Issue 5, 2020

One teacher’s memoir provides a backdrop for understanding how her beliefs and identities connect with her pedagogy and agentive approaches to navigating the teaching field.

Utilizing case-study methods, this study explores how mentor teachers and interns within a clinical model of teacher preparation embrace co-teaching to support elementary reading.

In this column, Patricia Anders explains the relationship between teacher beliefs and practices and their impact on teacher change.

Three teachers worked with families and community members of an urban elementary school to produce digital stories as alternative narratives for literacy teaching and learning.

We feature nonfiction titles to help foster teacher inquiry about a variety of topics so that we can engage in the learning process meaningfully with our students.

An exploration of the role of trust in transformative professional development about poetry in kindergarten, through the lens of its effects in one classroom.