Explains that this issue is intended as a resource for anyone concerned with re-framing and taking back the educational conversation, moving toward meaningful school reform that is based in a commitment to creating conditions under which teachers can develop the kinds of complex and sophisticated professional knowledges and practices that support authentic student learning.

Author Biography

Gail Boldt is an Associate Professor in the College of Education at Penn State University. She teaches in the undergraduate literacy education program and is the Professor in Charge of the Ph.D. program in language, culture and society. Her research interests include analyses of constructions of identity in school settings, the emotional dimensions of reading difficulties, literacy curriculum and children's subjectivities, children's popular culture, and narrative research.



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