Research in the Teaching of English, Vol. 34, No. 4, May 2000

Table of Contents

• EDITORS' INTRODUCTION: Telos and Educational Research

  Peter Smagorinsky and Michael W. Smith

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  Abstract: The editors expound on the term telos, the concept of an optimal developmental outcome that provides the motive for the ways in which people are socialized within a culture. The notion of a telos for schooling is important because it provides the ideal toward which all are expected to gravitate. Conceptions of how students should develop suggest ways of being a teacher and paths for improving practice, which in turn suggest ways of being a teacher educator.

  Keywords: College, Research

• Co-Authoring Classroom Texts: Shifting Participant Roles in Writing Activity

  Joanne Larson, Maryrita Maier

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  Abstract: Shows how one first-grade teacher explicitly modeled her own authorship processes and how students took up those processes in their own writing. Analyzes classroom discourse to illustrate how the teacher and students shifted roles in the participation framework of writing activity among teacher, author, co-author, and overhearer to facilitate the co-construction of written texts.

  Keywords: Elementary, Pedagogy, Research, Writing

• Finding the Right Words: A Case Study in Classroom-Based Language and Literacy Support

  Francine Falk-Ross

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  Abstract: Presents a school-year-long case study of a fourth-grade boy with a history of language difficulties. Describes development of a set of curriculum-centered, classroom-based strategies for language and literacy support. Focuses on changes in the student's language constructions and communicative competence, in the form of the teacher's supportive strategies, and in the speech/language pathologist's role in the classroom.

  Keywords: Elementary, Language, Pedagogy, Research

• Learning (about Learning) from Four Teachers

  Diane Stephens, Gail Boldt, Candace Clark, Janet S. Gaffney, Judith Shelton, Jennifer Story, Janelle Weinzirl

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  Abstract: Investigates elementary school teachers' beliefs and classroom practices about reading. Describes how three of the teachers experimented with new language, beliefs, and/or practices, juxtaposing them with current beliefs and practices. Considers how, at the end of two years, two teachers had altered their beliefs and transformed their practices, primarily because of their inquiry approach.

  Keywords: Elementary, College, Language, Pedagogy, Research, Professional Development, Reading

• GUEST REVIEWERS

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  Abstract: Available in print version only.

  Keywords: College, Research

• Author Index

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  Abstract: Abstract for this article is currently not available.

  Keywords: College, Research

• Subject Index

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  Keywords: College, Research

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