ABSTRACT

This book features the stories of 13 urban, elementary, teacher-researchers’ year-long classroom inquiries into various literacy topics. They made these inquiries as part of a school-university collaborative project. All of these teachers taught at 2 Chicago public schools during this year of study. Each made efforts to transform his or her literacy curricula to better meet the needs of students who came from diverse ethnic and linguistic backgrounds. As this introductory chapter and the teachers’ chapters vividly show, this change involved these teachers taking on more collaborative styles of teaching.