. (2005). Metaphors and sense of teaching: How these constructs influence novice teachers. Teaching Education, 16(3), 213-229. Publisher's official version: http://dx.doi.org/10.1080/10476210500204887. Open Access version: http://kuscholarworks.ku.edu/dspace/. Abstract:The purpose of this study was to identify the root metaphors of secondary classroom teachers and to observe ways in which these constructs influence teachers' work with their students and their environments. Specifically, five case studies of novice teachers were presented. Results indicated that the metaphor of life as a tree was the most common view and that all five participants held a similar childhood metaphor in which they tended to idealize childhood. Overall, the data showed the persistence of ideas that beginning teachers bring to their university preparation and those beliefs extend into actual classroom practice. Teacher development seemed to be more influenced by the schooling environment rather than the preservice preparation the teachers received. Furthermore, these novice teachers felt conflict between their held-beliefs and the reality of teaching and schooling. Implications for teacher educators and future research are included.

Abstract:Balanced literacy is a philosophical orientation that assumes that reading and writing achievement are developed through instruction and support in multiple environments using various approaches that differ by level of teacher support and child control. This study describes one urban school district's real-world attempt to create a balance between reading and writing, between teacher-directed and student-centered activities, and between skillsbased and meaning based approaches to literacy instruction. A triangulation strategy using multiple methods of data collection, including classroom observations, inventories of the physical environment of classrooms and school buildings, teacher surveys, and student interviews, was used to measure balanced literacy components. Results suggest that teacherdirected instruction, a fundamental aspect of balanced literacy, was implemented less often than either independent reading or writing activities. Teachers appeared to be allocating instructional time as directed by district administrators, and they were implementing components of a balanced literacy program. Additionally, most school buildings had a physical environment supportive of balanced literacy. However, the amount of time devoted to instruction and modeling effective reading and writing strategies seemed too limited for a group of students with poorly developed reading and writing skills. School of Education University of KansasFrey, B., Balanced Literacy in an Urban School District. Journal of Educational Research, 98 (5), 272-280. Publisher's official version: http://dx.doi.org/10.3200/JOER.98.5.272-280 . Open Access version: http://kuscholarworks.ku.edu/dspace/. ________________________________________________________________________________________________________________________ Balanced Literacy 2 Abstract Balanced literacy is a philosophical orientation that assumes that reading and writing

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Do Parents Benefit? Perspectives of Low-Income Parents Who Received a Free Early Readiness Program for Their ChildIn my work with low-income parents, I have found they often experience stress and barriers to their parenting, despite their parental desire to be good providers and caretakers. As Hofferth (1995) has said, most of these parents do not have abundant resources or options to assist them in meeting their child's needs.Communities in America are attempting to serve these families and provide them with resources and options. One example is a local business/education partnership and a family literacy grant, which have provided funds for early educational opportunities for children who would not otherwise have the chance to benefit from an educational setting until they were in kindergarten.Even though this early readiness program is developed to help four and five year old at-risk children, it is really targeted to assist families. The philosophy of this program states that parents

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