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A personal narrative is presented which explores the author's experience with race as a girl and teenager during her years in graduate school.

The article presents a study which illustrated the challenges, possibilities, and limitations associated with lived experience with educational movements from 1974-2004 and their implications for teacher education. The study examined the mainstreaming, Regular Education Initiative, and inclusive movements and professional practice experienced by the author in his 30 years as a teacher and administrator. Conclusions and lessons learned from the experience are discussed.

The article argues that the experience of crafting an oral history project is an effective way to guide undergraduate teacher candidates to rethink their traditional believes about education and to investigate inquiry-based learning. It discusses three of the students' digital final projects which show the type of oral history work urban teacher learners created in an Inquiry in Education course. The role that family and community plays in supporting children's learning is highlighted.

The article presents an action research project which determines whether implementing an honor code diminished academic dishonesty at Tampa Catholic High School in Florida. It examines how the students and the faculty reacted to the introduction of an honor code at the said school. It analyzes whether the introduction of an honor code deterred or lowered incidences of academic dishonesty at the school.