ABSTRACT
This book represents the major findings of a collaborative schooluniversity action-research project. In the project 13 urban-elementary teacher researchers engaged in year-long classroom inquiries on various literacy topics, which university-researcher partners supported and helped to document. All of these teachers taught at two Chicago public schools during the course of this year of study. All made efforts to transform their literacy practices to better meet the needs of their students, who came from diverse ethnolinguistic backgrounds. These changes resulted in their taking on more collaborative styles of teaching, which enabled them to develop culturally and linguistically responsive pedagogy (Ladson-Billings, 1994).
