Within this broader contention, my experiences as a teacher from 197690 had led me
to accept Hillocks's approach as what worked best for me, even in schools in which the other major approaches were available and widely practiced around me. I thus began to search for explanations that were not tied to a notion that one thing may work best on all occasions and for all purposes for all the many personalities, goals, histories, and other factors that come together in particular classrooms.