Collaborative Case Study of Teacher Change

This article describes a 4-year longitudinal case study of changes in the teaching of reading and writing that were made by an elementary school teacher. The case study documents changes in her teaching beliefs and practices, and the influence of reflective thinking and collaboration pro-moted by a master's program and research project. Atypical forms of writ-ing are used in order to reflect the perspectives of both the teacher and the researcher and to represent the historical phases of their collaboration