teachers--Beth Berghoff, Kathryn Egawa, and Barry Hoonan--bring us into their classrooms and offer concrete evidence of what can happen when these new ideas are implemented in elementary schools. The authors begin by explaining why inquiry and multiple ways of knowing should be central to literacy and learning. They offer theory-into-practice techniques, insight into how such a curriculum actually worked on a day-to-day basis, suggestions on how educators can better support and understand their students, and, finally, insights the authors gained by undertaking this inquiry.

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