This issue of Teaching &
Learning includes three studies by teachers of their own classrooms and
one reflection on practice.
Hu and Fell-Eisenkraft describe
student perceptions of their own silence in the language arts classroom;
they then reflect upon
the cultural and pedagogical
implications of that silence. Young studies the writing strategies used
by adult high school
students. Campbell and Hubbard
reflect upon the strategy of soliciting insights into their adult students
from friends and family.
And, finally, Sanders and
Carignan analyze the journals of preservice teachers.
Katrina Meyers reviews Inside
the National Writing Project by Ann Lieberman and Diane R. Wood.
| IN THIS ISSUE: | |||
| HU AND FELL-EISENKRAFT | Immigrant Chinese Students' Use of Silence in the Language Arts Classroom: Perceptions, Reflections, and Actions | HTML FORMAT | PDF FORMAT |
| YOUNG | 'Rapid writing...is my cup of tea': Adult High School Students' Use of Writing Strategies | HTML FORMAT | PDF FORMAT |
| CAMPBELL AND HUBBARD | Letters from Home: With Graduate Students? | HTML FORMAT | PDF FORMAT |
| SANDERS AND CARIGNAN | Self- and Sociocultural Representations of Future Teachers | HTML FORMAT | PDF FORMAT |
| MEYER | Review: Lieberman and Wood's Inside the National Writing Project | HTML FORMAT | PDF FORMAT |
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