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Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a) describe differing conceptions of IBL, (b) summarize our own studies of IBL in three fields of education, (c) compare and contrast the processes and purposes of IBL in our studies and fields, and (d) suggest numerous opportunities for cross-disciplinary collaborations on IBL curriculum, teaching, and research that could bolster its inclusion in K-12 education. We ground our exploration in knowledge-generating conceptualizations and practices in these fields.

In this article, we present profiles of two high school English teachers and their classrooms as the teachers responded to mandated high-stakes test accountability. Both teachers accepted targeted professional development, strong accountability measures, vigilant specialist support, and school site leadership; both believed tests were permanent and measured important skills; and both were committed to being team players and to teaching to the test to support their low-achieving students in performing well. We describe how both teachers unwittingly stymied their own test preparation objectives, and we represent the complicated reasons for these acts as expressions of their own personal accountability. Their purposefulness in their teaching competed with and mostly took precedence over the accountability goals of their departments, schools, and districts. We represent their powerful personal commitment as an expression of their professional identities. These we represent through pastiches of the teachers’ own descriptions of their teaching. Through our descriptive narratives of their classroom practices, we illustrate relationships between their beliefs and practices, illustrating how they render test preparation to a subordinate position. The cases illustrate three interrelated dimensions for understanding why this occurs: professional accommodation, personal integration, and delegation of testing to secondary status. At the conclusion of the paper, we discuss the implications for policy and professional development.

S There is ample evidence that students frequently move unsuccessfully from a lower to a higher academic track, but little research into how students successfully make that transition. This investigation builds on scholarship in literacy and teaching and learning suggesting that to be successful, students' identities as readers, writers, and speakers need to be remade within classrooms whose practices are conducive to integration. This study analyzes ethnographically collected classroom discussions and student work to provide telling cases of the conditions that support the remaking of a reader. Focusing on a classroom that positioned general students to engage discursively like gifted and talented students, the study describes a general student's emergent gifted and talented reading practices, the classroom's collective discursive resources, and the teacher's shifting pedagogical role and actions as readings and student identities were undergoing reconstruction. The case analyses illustrate the central relationship between individual readers and their membership in a reading culture they are coconstructing. They demonstrate the importance of orientation in students' and teachers' construction of what constitutes membership. In doing so, the analyses illuminate a concept of reading and of being a reader, and a method for studying it, that is sociocultural. Existe amplia evidencia sobre el hecho de que los estudiantes frecuentemente pasan poco satisfactoriamente de un nivel académico a otro superior, pero escasa investigación acerca de cómo los estudiantes hacen esa transición en forma satisfactoria. Esta investigación se basa en los conocimientos sobre alfabetización, enseñanza y aprendizaje y sugiere que para ser exitosas, las identidades de los estudiantes como lectores, escritores y hablantes deben ser reconstruídas en aulas en las que las prácticas resulten en la integración. Este estudio analiza etnográficamente una recolección de discusiones en el aula y el trabajo de los estudiantes para proporcionar casos de las condiciones que sustentan la reconstrucción de un lector. Poniendo el foco en un aula que ubicaba a los estudiantes en la posición de participar discursivamente como estudiantes dotados y talentosos, el estudio describe las prácticas emergentes de lectura dotadas y talentosas de un estudiante, los recursos discursivos colectivos del aula y el rol y las acciones pedagógicas del docente que se adaptaban al proceso de reconstrucción de las lecturas e identidades del estudiante. El análisis de caso ilustra la relación central entre los lectores individuales y su pertenencia a la cultura lectora que están co‐construyendo. Demuestran la importancia de la orientación en la construcción por parte de estudiantes y docentes de lo que constituye la pertenencia. De este modo, el análisis ilumina un concepto de la lectura y de ser lector, así como un método para estudiarlo, que es sociocultural. Die Neuschaffung eines Lesers in der Oberschule Es gibt genügend Belege, daß Schüler häufig erfolglos von ei...

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