In a self-study, five Dutch teacher educators carried out their individual studies, while supported by the group of colleagues and by the three facilitators. These facilitators also conducted a self-study of the whole project, particularly focusing on helping and hindering aspects of the facilitation process. In this article, the authors report two of the teacher educators' self-studies, one in the context of foreign language teaching and the other in the context of deepening student teacher reflection. In addition, the authors describe the design and outcomes of the self-study carried out by the facilitators.

This article is a critical retrospective account of the decisions made by a team of evaluators contracted to assess a week-long leadership program for high school youth. The program planners all sought to prepare community youth leaders to foster the freedom of religion, but they varied in how they believed this ought to be achieved. The ethical dilemmas discussed in the article focus on the authors' choices of engagement or non-engagement as they strove to understand different stakeholders' perspectives, while also witnessing events that challenged their own perspectives of the program.

The current study examines the author's work with four graduate Teaching Assistants (TAs) as they joined her to teach a graduate course at San Francisco State University. The author sought the Teaching Assistants' perspective on how to improve instruction in a course students consistently described as highly rigorous. To understand how she provided mentorship, the author looks at the work she and the TAs did together to plan and teach the course and at the TAs' response to this work. The findings demonstrate that students still found course demands to be quite high.

This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. Results indicated that children’s oral language development benefited strongly from these interventions. However, the authors argue that vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.

In the current study, the authors examine how broad heteronormative discourses circulate, become embodied within, negotiated by, and potentially resisted within a university, a college of education, and educators themselves. The authors pay special attention to how heteronormative discourses at Southwestern University (SWU) impact the various roles this college of education undertakes. The findings demonstrate the ways in which the institution of SWU maintains a hostile environment toward LGBTQ individuals.

The author is a white, working middle-class adult queer from the Southwest USA. The author studies Mexican (im)migrant, poor, working, straight adolescent boys in California. The ethnographic encounters between the author and the immigrants carried with them some long-standing and dynamic social narratives that surround relations between and across groups of relative privilege and oppression. These narratives produced 'ethically important moments'. By critically examining his reflexive processes and practices within one of these moments, insights into the workings of social narratives about race, class, and sexuality are revealed.