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Knowing.” Harvard Educational Review. 62(4). Harvard University. [Reprinted in Class Acts: Teachers Reflect on Their Own Classroom Practice, Harvard Educational Review Reprint Series, 1996.] 1991 Cochran-Smith, M. “Learning to Teach Against the Grain.” Harvard Educational Review. 51 (3): 279-310. Harvard University. [Reprinted in Teaching for Change. Addressing Issues of Difference in the College Classroom. K. Geismar & G. Nicoleau (Eds.), Harvard Educational Review, 1993: 191-224] [Reprinted in Making School Reform Work. Lessons from Educators. Harvard Educational Review, 1992: 17-48.] 1991 Cochran-Smith, M. “Reinventing Student Teaching.” Journal of Teacher Education. 42(2): 104-118. American Association of Colleges for Teacher Education. 1991 Cochran-Smith, M. “Beginning Writers and Word Processing: A Critical Review of Related Literature.” Review of Educational Research. 61(1): 107-155. American Educational Research Association. 1990 Cochran-Smith, M. and Lytle, S. L. “Research on Teaching and Teacher Research: The Issues that Divide.” Educational Researcher. 19(2): 2-11, American Educational Research Association. [Reprinted in Annual Editions Education 91/92. F. Schultz (Ed.), Guilford, CT: Dushkin Publishing Inc., 1991, pp. 203-212.] 1990 Cochran-Smith, M., Kahn, Jessica L., and Paris, Cynthia L. “Writing with a Felicitous Tool.” Theory Into Practice. 39(4): 235-245, Ohio State University. 1990 Lytle, S. L. and Cochran-Smith, M. “Learning from Teacher Research: A Working Typology.” Teachers College Record. 92(1): 83-102, Teachers College Press. 1989 Lytle, S. L. and Cochran-Smith, M. “Teacher Research: Toward Clarifying the Concept.” National Writing Project Quarterly. 11(2): 1-3, 22-27. 1988 Cochran-Smith, M. “Mediating: An Important Role for the Reading Teacher.” In C. Hedley (Ed.), Reading and the Special Learner. Norwood, NJ: Ablex Publishing Corporation, pp. 109-140.