This issue is comprised of articles on a variety of topics. Combs describes the dangers of high stakes standardized testing in its impact on the educational experience of a group of 3rd graders. Knowlton et al. find their experience journal writing in a graduate theory course is consistent with the benefits of journaling described in the literature. Woodcock, et al. suggest that the use of collaborative reflection brings the importance of relationships to the fore as teachers reflect on their beliefs, feelings, and practices.
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| COMBS | The Blue-Nosed Pit Bull and the High Stakes Test Curriculum: A Cautionary Tale | HTML FORMAT | PDF FORMAT |
| KNOWLTON, ESCHMANN, FISH, HEFFREN AND VOSS | Processes and Impacts of Journal Writing in a Graduate-Level Theory Course: Students' Experiences and Reflections | HTML FORMAT | PDF FORMAT |
| WOODCOCK, LASSONDE AND RUTTEN | How Does Collaborative Reflection Play a Role in a Teacher Researcher's Beliefts About Herself and Her Teaching?: Discovering the Power of Relationships | HTML FORMAT | PDF FORMAT |
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