In this issue Scott, McCaslin, and Alexander discuss achieving a balanced authorial presence in the writing of the qualitative study. Sustaining change is one of the difficulties faced by advocates of reform. McCarty describes a program designed to help teachers maintain the momentum of reform. Neapolitan reports on the use of co-mentoring in a professional development school site in Maryland. And, Murray uses the metaphor of the placebo to reflect upon and provide some insight into the concept of teaching method.
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| SCOTT, McCASLIN, AND ALEXANDER | The Relevance of Authorial Presence in Creating and Understanding Qualitative Writing | HTML FORMAT | PDF FORMAT |
| McCARTY | Learning the Nature and Process of Science | HTML FORMAT | PDF FORMAT |
| NEAPOLITAN | Embedded Co-Mentoring: Inside the National Standards for Professional Development Schools | HTML FORMAT | PDF FORMAT |
| MURRAY | Wellness and Wisdom: Is It All A Matter of Learning? | HTML FORMAT | PDF FORMAT |
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