Identity is a complex construct, yet extremely important if we wish to understand the practice of teaching as a profession. In this paper, we examine the ways two middle school teachers talk about their identity and teaching practices and coordinate these self-reports with our own observations of how they implement a new environmental science curriculum. More specifically, we compare the teachers' beliefs about learning, goals for the classroom community and for instruction, and their knowledge of science content, and pedagogy. Furthermore, we discuss teaching dilemmas, which arise for these teachers as their identities and practices intersect and at times conflict. We argue, however, that a focus on practice and outcomes is an important, but limited aspect of what we, as a field, need to consider when attempting to understand the complexities of teaching and learning. Therefore, we continue to expand our understanding of two science classrooms as we examine the teachers' multiple identities in relation to their implementation of a science curriculum. The identity portraits from this study provide a rich and complicated account of the implementation of a science curriculum and illuminate a number of potential obstacles and pitfalls, which may inform the way we as a field reflect on curriculum and professional development.C 2005 Wiley Periodicals, Inc. Sci Ed 90: 68 -93, 2006

In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be consequential for learning. The participants in this study include two teachers who are implementing a new environmental science program, Global Learning through Observation to Benefit the Environment (GLOBE), and interacting with 54 children in an urban middle school. Both qualitative and quantitative data are analyzed and presented. To gain a better understanding of the inquiry teaching within classroom communities, we compare and contrast the discourse and interactions of the two teachers during three parallel environmental science lessons. The focus of our analysis includes (1) how the community identifies the object or goal of its activity; and (2) how the rights, rules, and roles for members are established and inhabited in interaction. Quantitative analyses of student pre‐ and posttests suggest greater learning for students in one classroom over the other, providing support for the influence of the classroom community and interactional choices of the teacher on student learning. Implications of the findings from this study are discussed in the context of curricular design, professional development, and educational reform. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 905‐935, 2004.

Increasingly, business leaders recognize the importance of corporate social responsibility (CSR) and the link between profitability and social behavior. The authors take a critical look at CSR—including arguments for and against it, an approach companies can use, alternative CSR reporting standards, and how Europe differs from the United States. © 2008 Wiley Periodicals, Inc.

President Franklin D. Roosevelt conveyed an important lesson when he said, “We have always known that heedless self‐interest was bad morals; we know now that it is [also] bad economics.” But Roosevelt's wisdom has been forgotten, and later generations instead followed the lead of the movie Wall Street, which had its own famous quote: “Greed is good!” Today stockholders embrace corporate social responsibility—but they still want good returns on their investments. How can today's treasurer and others balance these conflicting goals? © 2008 Wiley Periodicals, Inc.

In this case study, we examine a teacher's journey, including reflections on teaching science, everyday classroom interaction, and their intertwined relationship. The teacher's reflections include an awareness of being ''a White middle-class born and raised teacher teaching other peoples' children.'' This awareness was enacted in the science classroom and emerges through approaches to inquiry. Our interest in Ms. Cook's journey grew out of discussions, including both informal and semi-structured interviews, in two research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction during science lessons and discovered connections between Ms. Cook's reflections and classroom interaction. In this article, we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her ''hegemonic (cultural and socio-economic) practices'' and consider how these reflections help her reconsider such practices through analysis of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.