bluuebunny/crossref_metadata_2025 huggingface dataset:
Digital Texts and the New Literacies
Authors: Webb Allen
Published: March 2024

When the literature anthologies did not arrive, Allen Webb turned to the Internet, where he found a wealth of classic and contemporary e-texts. Using these online resources opened up possibilities for new ways of teaching and learning traditional skills of close reading and critical analysis. Students created blogs of poems and commentary, compared versions of The Odyssey and a controversial news story, and manipulated the language and structure of texts to question the cultural and historical contexts of the work.
The List
Authors: Gillespie Tim
Published: March 2024

Some days it is difficult to remember why we love being teachers. For those difficult days, high school teacher Tim Gillespie maintains a list of fifteen reasons to keep teaching. He shares his list to remind us of the “greatest pleasures and highest callings” that we can experience as English teachers, believing that we can sustain ourselves and our colleagues by creating our own list and returning to these reminders throughout our teaching lives.
Holding the Words in Our Mouths: Responses to Dialect Variations in Oral Reading
Authors: Duinen Deborah Vriend Van , Wilson Marilyn J.
Published: March 2024

Deborah Vriend Van Duinen and Marilyn J. Wilson confront normalized notions of “correct” English. They offer suggestions for teaching about marginalized voices and introducing students to the complexities of English dialect variations.
A Battle Reconsidered: Second Thoughts on Book Censorship and Conservative Parents
Authors: Kauer Suzanne M.
Published: March 2024

Suzanne M. Kauer believes we must honor all voices in the discussion of what books students should read; she refuses to simplify the issue of censorship by dismissing the multifaceted concerns parents have for saying no to certain books. Kauer advocates doing more listening—asking parents questions to better understand their perspectives—and thinking about and articulating our reasons for what literature we deem important to teach.
“Literature Is Not a Cold, Dead Place”: An Interview with John Green
Authors: Scherff Jayme K. , Barkdoll Lisa
Published: March 2024

Preservice teacher Jayme K. Barkdoll interviews John Green, author of the Michael L. Printz Award–winning young adult novel Looking for Alaska. Green recalls his experience as a young adult and shares his ideas about reading and writing young adult literature.
Street Fiction: What Is It and What Does It Mean for English Teachers?
Authors: Hill Marc Lamont , Pérez Biany , J. Irby Decoteau
Published: March 2024

Street fiction is a popular new genre of novels that focus on contemporary urban life. Marc Lamont Hill, Biany Pérez, and Decoteau J. Irby introduce this genre, describing what it is, who writes it, and who reads it. They also offer critiques of the genre and strategies for linking street fiction to the English classroom.
Research Matters
Authors: VanDeWeghe Rick
Published: March 2024

“Research Matters” provides teachers with review and application of research that illuminates the daily concerns aymnd activities of English language arts teachers and classrooms. This month's contribution is "One More Thing: Can We Teach Process Writing and Formulaic Response?" by Richard Argys.
New Voices
Authors: Hunt Tiffany J. , Hunt Bud
Published: March 2024

“New Voices” raises questions, offers insights, and provides a forum for novice teachers to engage in the professional conversation surrounding the teaching of English. This Issue: "Teacher Audiences: Tips for Presenting to Your Peers" by Rick Chambers.
From the Secondary Section: Thinking Critically about Words
Authors: Kahn Elizabeth
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Responsible Vocabulary Word Selection: Turning the Tide of 50-Cent Terms
Authors: Bates Larry
Published: March 2024

Larry Bates argues for vocabulary instruction that emphasizes useful, high-frequency words rather than lists of rarely used terms. He suggests resources for finding frequency ratings for words and for determining appropriately challenging words for students.
Video Games to Reading: Reaching Out to Reluctant Readers
Authors: Jolley Kristie
Published: March 2024

Junior high school teacher Kristie Jolley believes students become more willing and motivated to practice reading strategies when they are “comfortable within their realm of literacy.” Background knowledge of video games helps students succeed in understanding and enjoying game-based texts, which she incorporates into her classroom library as encouragement for a habit of reading and as a bridge to increasingly difficult texts. Jolley also offers an overview of popular game-based texts.
On the Uses of Rubrics: Reframing the Great Rubric Debate
Authors: Turley Eric D. , Gallagher Chris W.
Published: March 2024

Reframing the Great Rubric Debate beyond the taking of sides, Eric D. Turley and Chris W. Gallagher propose a set of questions designed to help educators assess the value of rubrics. They contend that these four simple questions push educators to deliberately articulate “judgments about the uses of rubrics” and why they will or will not use them for assignments.
Speaking My Mind: Making Conversation
Authors: Gardner Robert
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
The Family Writing Project: Creating Space for Sustaining Teacher Identity
Authors: McKinney Marilyn , Lasley Saralyn , Holmes-Gull Rosemary
Published: March 2024

Family writing projects can change the nature of classroom writing instruction and rejuvenate teachers. Marilyn McKinney, Saralyn Lasley, and Rosemary Holmes-Gull report on their study of one such project in an urban school district. Using the concept of “third space,” they describe the influence of this family literacy program on teacher practice.
“Do you remember”: Confronting Post-9/11 Censorship through Critical Questioning and Poetic Devices
Authors: Staples Jeanine M.
Published: March 2024

Jeanine M. Staples led a group of students, ages fourteen to eighteen, in developing a critical stance about words and images found in 9/11 media. Through questions, comments, and declarations toward these texts, the students labeled as “disengaged” actively participated in constructing a collaborative poem to confront repressive thinking.
Taking Time: Reclaiming the Power to Teach: The Progression to Powerful Teaching amid the Testing Frenzy
Authors: Perry Tonya
Published: March 2024

“Taking Time” addresses challenges in teaching and curriculum that affect middle level education through focusing on the middle child in urban, rural, and suburban settings.
Tools for Teaching: Reaching All Learners: Teaching beyond the Tests
Authors: Ruggieri Colleen A.
Published: March 2024

“Tools for Teaching” helps you find the best print and electronic resources for teaching English language arts.
Snapshots: Dmitry’s Last Gift
Authors: Lynn Nelson G.
Published: March 2024

“Snapshots” offers insights about teaching and learning through teacher stories about a particular classroom event.
Doing the Right Thing with Technology
Authors: Frey Nancy , Fisher Douglas
Published: March 2024

Nancy Frey and Douglas Fisher address a high school’s need for an updated technology policy. The school community engaged in open discussion about appropriate and courteous uses of technology, and with the revised policy teachers increased integration of technology into the curriculum.
Using Bloom’s Taxonomy to Teach Students about Plagiarism
Authors: Vosen Melissa A.
Published: March 2024

Melissa A. Vosen outlines a unit she has designed to help students comprehend the often unclear boundaries and issues surrounding plagiarism. Using Bloom’s taxonomy of the cognitive domain, students complete increasingly complex tasks, learning to construct a works cited page and assess scholarly opinions. They also research the consequences of plagiarism at their school.
Civility: The Right Thing to Teach in Contentious Times
Authors: Nilsen Alleen Pace
Published: March 2024

Drawing attention to widespread instances of discourteous speech and hate discourse that permeate US and world culture, Alleen Pace Nilsen maintains that our imperative as educators is to teach “students the benefits of being civil to each other.” She proposes some avenues for enriching students’ understanding of the power of civil language.
The Art of Asking Questions: Two Classes That Changed My Teaching Life
Authors: Donelson Ken
Published: March 2024

Ken Donelson looks back on two classes that taught him that students are willing to share ideas when teachers are honest and reveal their biases and when classroom experiences are based on trust. Additionally, he recalls how important free reading and thematic units became to inciting authentic student responses to literature.
Take the Bullies to Task: Using Process Drama to Make a Stand
Authors: Baer Allison L. , Glasgow Jacqueline N.
Published: March 2024

To “empower students to think and act more effectively” concerning violence and bullying within schools, Allison L. Baer and Jacqueline N. Glasgow suggest close examination and discussion of literature that foregrounds violence and bystander participation. Baer and Glasgow recommend several useful novels for addressing the various roles of bystanders. Additionally, they use process drama as a safe activity to help students creatively and realistically explore problems and solutions when confronted by violence.
Long-Term English Learners Writing Their Stories
Authors: Lynn Jacobs C.
Published: March 2024

High school teacher C. Lynn Jacobs noted that the long-term English language learners in her class had improved in reading comprehension but still lacked writing skills. Inspired by a state humanities project, she worked with the students to publish a collection of stories and poems. Writing about their lives provided the motivation, and writing from models of published texts provided the necessary structure for students’ success. She offers step-by-step suggestions for teachers interested in helping English language learners “write better, with more confidence.”
Teaching Ethnography: Reading the World and Developing Student Agency
Authors: Arias J.
Published: March 2024

High school teacher J. Arias employs a research method from anthropology to motivate students to research and write. Learning to use the methods and perspectives of ethnography, students become critical viewers and thinkers, able to connect the themes of literary works to their lives and to critique the variety of texts that surround them. Arias describes units on gender roles, a novel, and American rituals and traditions used with students studying British literature as well as those in a sheltered-content American literature course for English language learners.
Teacher to Teacher: What Are Some Innovative Assignment Ideas for a Good Start to a New School Year?
Authors: Marinella Sandi , Winkler Lisa , Tsui Jonathan
Published: March 2024

“Teacher to Teacher” provides a forum for teachers to share ideas, materials, and activities.
“It Sounds Like Me”: Using Creative Nonfiction to Teach College Admissions Essays
Authors: Wells Jennifer
Published: March 2024

A high school reading and writing center specialist, Jennifer Wells describes how her creative nonfiction workshops inspired students to attend more closely to their personal experience, voice, and sensory detail in their college essays.
The 2007 Honor List: A Harvest from the World at Large
Authors: Nilsen Alleen Pace , Blasingame James , Donelson Ken
Published: March 2024

The well-known critics of the annual honor list provide commentary on seven of last year’s best works of young adult literature.
Challenging Texts
Authors: Thomas P. L.
Published: March 2024

“Challenging Texts” explores various ways of teaching literary theory to high school and middle school students.
The Facebook Generation: Homework as Social Networking
Authors: Kitsis Stacy M.
Published: March 2024

Rather than fight the lure of the Internet for teens, this high school teacher has found ways to harness students’ interests by creating electronic homework assignments.
Death of the 3” × 5” Note Cards
Authors: Weber Dani , Smithmier Mike
Published: March 2024

A high school student and her teacher tell the story of how they brought a traditional research paper strategy into the 21st century.
Student Voices: When and How Has a Teacher or an Assignment Made You Feel Most Like a Real Author?
Authors: Gannage Simone , Mauro Krista
Published: March 2024

Students share their experiences and recommendations in short response to this theme.
Local Authors in the Classroom: Bringing Readers and Writers Together
Authors: Moynihan Karen E.
Published: March 2024

Have you wanted to invite authors to visit your classroom, but don’t know how? Moynihan is here to help.
The Grammar Gallimaufry: Teaching Students to Challenge the Grammar Gods
Authors: House Jeff
Published: March 2024

House encourages students to learn grammar by meeting it head-on.
From the Secondary Section: Reading and Writing about Real Issues
Authors: Hartman Karen
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Fight for Your Right: Censorship, Selection, and LGBTQ Literature
Authors: Curwood Jen Scott , Schliesman Megan , Horning Kathleen T.
Published: March 2024

The authors offer a powerful argument for teaching LGBTQ literature and provide a list of suggested titles.
You Brought This on Yourself
Authors: Miller George David
Published: March 2024

This slam poet responds to violence against his lesbian daughter.
When Consciousness Dawns: Confronting Homophobia with Turkish High School Students
Authors: Michell Michael J.
Published: March 2024

An American teacher asks Turkish students to confront homophobia.
Breaking the Silence: Critical Literacy and Social Action
Authors: Young Sara Lewis-Bernstein
Published: March 2024

Young shows how she supports students as they critically examine heterosexism and take social action.
Adolescents and Texts: Texts, Troubled Teens, and Troubling Times
Authors: Tatum Alfred W.
Published: March 2024

“Adolescents and Texts” focuses on adolescent literacy and the teaching of reading in high school and middle school.
Research for the Classroom: Shouldn’t They Already Know How to Read? Comprehension Strategies in High School English
Authors: Gorlewski Julie
Published: March 2024

“Research for the Classroom” publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.
From the Secondary Section: Making Writing Instruction Authentic
Authors: Kahn Elizabeth
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Teaching Writing for the “Real World”: Community and Workplace Writing
Authors: Cox Michelle , Ortmeier-Hooper Christina , Tirabassi Katherine E.
Published: March 2024

Can sending students out in writing teams to engage in real-world community writing really help them learn to write better? This article shows you how.
Approaching Authentic Peer Review
Authors: Graff Nelson
Published: March 2024

Graff suggests ways to use think-aloud protocols to improve students’ thinking about their own and others’ texts.
Engaging 21st-Century Adolescents: Video Games in the Reading Classroom
Authors: Adams Megan Glover
Published: March 2024

Adams draws on students’ interest in cooperative and competitive gaming to improve their reading skills. Pp. 56-59.
Celebrating Multiple Literacies with Harry Potter
Authors: Arter Lisa
Published: March 2024

The mayhem at Hogwarts School of Witchcraft and Wizardry inspires fun and valuable ELA activities. Pp. 69-73.
Self-Directed Writing: Giving Voice to Student Writers
Authors: Lovejoy Kim Brian
Published: March 2024

Drawing on his students’ writing, Lovejoy shows the power of assignments that allow students to write for their own purposes. Pp. 79-86.
Success with ELLs: Summertime and the Living Is Easy: Retaining English Skills in Summer
Authors: DelliCarpini Margo
Published: March 2024

Success with ELLs suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes. Pp. 100-103.
“. . . is prologue”
Authors: Young Robert
Published: March 2024

The Folger’s current director of education discusses some of the workshops and other materials available for teachers and students at the Folger.
“Who’s There?”: Shakespeare and the Dragon of Autism
Authors: Renino Christopher
Published: March 2024

Shakespeare inspires two boys with autism to create their own screenplay.
Virtual Seating in the Globe Theatre: Appreciating Film Adaptations of Shakespeare’s Plays
Authors: Williamson Lynette
Published: March 2024

Shakespeare engages multiple audiences. Williamson suggests a creative method for helping students see this dimension of his plays.
The Text’s the Thing: Using (Neglected) Issues of Textual Scholarship to Help Students Reimagine Shakespeare
Authors: Parsons Scott
Published: March 2024

PDo we know what words Shakespeare actually wrote? Exploring these issues can yield dramatic interest.
Challenging Texts: Challenging Students to Critically Connect Literature and History
Authors: Beliveau Laura Bolf
Published: March 2024

Challenging Texts explores various ways of teaching literary theory to high school and middle school students.
Off the Shelves: Great Reads to Start the School Year
Authors: Letcher Mark
Published: March 2024

Off the Shelves discusses new young adult literature and explores ways of teaching YA texts in middle and high school English classes.
Imagination and Learning: Students Living “Real” Lives during the Civil War
Authors: Kloehn Lori W.
Published: March 2024

Dear General: I’m an American student in 2009 studying the Civil War. What was it like to be there? I look forward to your reply. (And this student will get one.)
Reimagining Coleridge’s “Rime of the Ancient Mariner” through Visual and Performing Arts Projects
Authors: Michaels Judy Rowe
Published: March 2024

Creative personal response, mixed media, and audience awareness bring contemporary flair to an enduring literary classic.
“To carve out new orders in experience”: Imagination in a Social Action Literacy Project
Authors: Epstein Shira Eve
Published: March 2024

Epstein’s students don’t just have the potential to change the world. They are already changing it.
Success with ELLs: Working for and with Latino/Latina Immigrant Newcomers in the English Language Arts Classroom
Authors: Musetti Bernadette , Salas Spencer , Perez Theresa
Published: March 2024

Success with ELLs suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes.
Speaking My Mind: A Modest Proposal for the US System of Education
Authors: Panklewicz Megan
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
Speaking My Mind: Persistence of the Five-Paragraph Essay
Authors: Miller Jeanetta
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
Reading Poetry for Critical Reflection on Consumer Behavior
Authors: Scimone Anthony J.
Published: March 2024

Poems about Barbie dolls and Playboy magazine can help students become more critical of images of beauty.
America’s Consumerocracy: No Safe Haven
Authors: Daily Nancy Lee , Swain Letitia Price , Huysman Mary , Tarrant Cynthia
Published: March 2024

The authors discuss what teachers need to know to guide young adults as they negotiate biquitous pressures to consume.
Innovative Writing Instruction: Writing Rewired: Teaching Writing in an Online Setting
Authors: Imig Stephanie
Published: March 2024

Innovative Writing Instruction publishes new approaches to the teaching of writing in high school and middle school.
2008 February English Leadership Quarterly, v30.3
Authors: Scherff Lisa , Groenke Susan L.
Published: March 2024

Dr. R. Joseph Rodriguez, Director of the Language Acquisition Center at the University of Houston and longtime bilingual teacher of ELL students, sets the stage with the basic premises that we must respect and incorporate ELLs’ home languages and cultures, create a classroom environment that connects those language and cultures, and use multiple strategies to support comprehension.
2008 April English Leadership Quarterly, v30.4
Authors: Scherff Lisa , Groenke Susan L.
Published: March 2024

In this issue on The English Language Arts and Special Education, readers will find background information on the legal aspects of special education legislation and some important terms that English language arts teachers need to know; a discussion on how special education and content area teacher education programs can work together to provide preservice and classroom teachers with programmatic experiences that prepare them to work with students with special needs in regular and inclusion classrooms; and a glimpse into what effective instruction might look like in an inclusion classroom. Also included is a review of Making Inclusion Work: Effective Practices for ALL Teachers by John R. Beattie, LuAnn Jordan, and Robert Algozzine.
Our Visions of Possibility for Literacy: Sharing Responsibility for Assessment with Students
Authors: Wong-Kam JoAnn
Published: March 2024

Tim O’Keefe, Rise Reinier and Kevin Gallagher, Bruce Morgan, Julia López-Robertson, Donna Santman, JoAnn Wong-Kam, Sharon Hill, and Linda Christensen provide short essays describing their personal visions of possibility about literacy and how they maintain that passion and vision. Across a range of contexts, they reflect on the ways in which their work with children and teachers connect to larger issues of literacy, language, inquiry, voice, and social justice.
T4 = Teaching to the Fourth Power: Transformative Inquiry and the Stirring of Cultural Waters
Authors: Sumida Anna Y , Meyer Meleanna A.
Published: March 2024

Educational practice has focused primarily upon a transmission model of education dealing with dominant, mainstream, western ideology. This model often alienates student learners due to the absence of cultural relevance. This article focuses on a theoretical framework teachers in Hawaii are using to become transformative practitioners who promote social change.
If at First You Don't Succeed…: A Closer Look at an Old Adage
Authors: Baskwill Jane
Published: March 2024

“If at first you don’t succeed, try, try again.” This is a well-known adage with which many are familiar. Children learn it from an early age as they begin to walk, ride their bike, or tie their shoes. Adults repeatedly encourage children by saying, “You can do it! Give it a try! Just try harder!” However, when trying harder becomes part of the classroom discourse, what impact does it have on children’s views of literacy learning? What does it mean to try harder with respect to literacy? This article describes how a group of teachers in a graduate program in literacy at Mount Saint Vincent University in Halifax, Nova Scotia, began to view the common sense notion of ‘trying harder’ in a new light as they examined classroom discourses around children’s understanding of literacy and how one becomes good at it.
Happy Poems: Children’s Awareness of Audience
Authors: Walter Amy
Published: March 2024

This article is about first graders’ criteria when deciding which poems to share with their friends, teachers, and the wider community. It is interspersed with poems written by the children, anecdotes about the poetry unit, and interviews with children about their criteria for deciding whether or not a poem is worthy of sharing with others. Some background is also provided about the poetry study.
Reading Corner for Educators: Incorporating Children's Voices into Literacy Instruction
Authors: Fang Zhihui , Lamme Linda Leonard , Fu Danling , Shen Ting
Published: March 2024

With this column, we conclude our three-year term as co-editors of the Reading Corner for Educators. We hope you have found the professional books we reviewed informative, inspiring, and useful. We want to thank the Language Arts editors for the opportunity to serve and the many contributors for their thoughtful reviews. The three books reviewed here demonstrate the importance of listening to children, the power of fantasy literature, and the relevance of popular culture texts in literacy teaching and learning. They offer fresh perspectives and plentiful ideas for making literacy instruction responsive to children’s unique experiences and diverse needs.
From Sharing Time to Showtime! Valuing Diverse Venues for Storytelling in Technology-Rich Classrooms
Authors: Ware Paige D.
Published: March 2024

Two nine-year-old children draw upon a broad range of storytelling resources (voice, print, drawing, digital graphics, music, and video) to position themselves as storytellers in a technology-rich summer literacy class, although the two approach their stories in very different ways.
Digital DJ-ing: Rhythms of Learning in an Urban School
Authors: Mahiri Jabari
Published: March 2024

Eighth-grade students and teachers in a high-poverty school work with members of a local nonprofi t organization to collaboratively create a multi-textual, digital project on poverty and its connections to homelessness.
Review of Research: Rethinking Pedagogy to Re-center Race: Some Reflections
Authors: Ryan Caitlin L. , Dixson Adrienne D.
Published: March 2024

Critical Research Theory (CRT) becomes a lens through which authors Caitlin Ryan and Adrienne Dixson illustrate how new understandings about teaching and learning are made possible when new research models and paradigms are brought to bear on our work as teachers and teacher educators.
Focus on Policy: Libraries as 21st-Century Learning Places
Authors: Ward Caroline
Published: March 2024

Caroline Ward, Coordinator of Youth Services at The Ferguson Library in Stamford Connecticut, comments on the policies and projects currently in place in public libraries around the country. She points out that the Association of Library Services to Children makes it clear that children’s librarians must do more than simply provide age-appropriate service. Children’s librarians must also be advocates for their clientele both within the library and the larger society. Several examples of this advocacy are cited.
Research Directions: Seeing Our Lives Intertwined: Teacher Education for Cultural Inclusion
Authors: Gomez Mary Louise
Published: March 2024

This article investigates the attitudes and feelings of United States public school teachers about those they often see as “others”—people unlike themselves. What does research tell us might be the consequences of teachers’ attitudes and feelings towards students and their families? What can we learn about diversifying the teacher pool from reading the life histories of Latino/a teacher candidates? The author posits that if more teachers could begin to see their lives as intricately intertwined in personal and professional well-being with those people whom we often seen as “others,” we would enrich our present and futures, those of our students, and their families.
Professional Book Reviews: Exploring the Challenges and Successes of Inclusive Education Efforts
Authors: Edwards Kate , Dyke Marilyn Van , Drahota Amy , Har Kim
Published: March 2024

Five titles are reviewed in this column.
“Are We on the Same Book and Page?” The Value of Shared Theory and Vision
Authors: Wollman Julie E.
Published: March 2024

Looking at literacy teaching across classrooms at the urban Mill City Charter School provides an opportunity to explore the importance of coherence within a school. This work was informed by teachers’ voices and classroom observations over several months. Findings suggest that when teachers and school leaders share a common theory and vision for literacy education and work in the context of a professional learning community, teachers’ opportunities to act as knowledgeable professionals, and children’s opportunities for success and empowerment through literacy may be enhanced.
Going Public: NCLB and Literacy Practices in Teacher Education
Authors: Suskind Dorothy C.
Published: March 2024

The author explores this question by first examining the narrow assumptions about reading and literacy that shaped the NCLB law. The author then argues that studies of literacy incorporating a sociocultural stance provide a different lens through which we can understand reading and demonstrates how she uses such research to educate pre-service teachers. Such a localized, contextualized approach to literacy helps her students to mediate the law and the particular, local realities they find in their classrooms through action research and public forums for sharing their learning.
In Closing …Bahnta Takes a Test
Authors: Bowling Martha
Published: March 2024

A teacher reflects on the desirability of a law that requires even recently arrived immigrant children who don’t speak English to take standardized tests as an indicator of their intelligence.
Challenging Ethnocentric Literacy Practices: (Re)Positioning Home Literacies in a Head Start Classroom
Authors: Souto-Manning Mariana
Published: March 2024

In what ways can teachers incorporate young people’s home and community literacy practices into classrooms when such practices vastly differ from the teachers’ literacy experiences? How can teacher education curriculum and teaching influence teachers’ pedagogical practices? How can children’s roles be pedagogically reframed and become meaningful strengths in classrooms? Grounded in these interrelated research questions, this article documents some of the influences of Freirean culture circle as an approach to inservice teacher education on the ways in which two Head Start teachers and a teacher educator negotiated and navigated within and across home and school literacy practices, co-creating a curriculum based on generative themes and making early education meaningful to children from multiple backgrounds. Further, it proposes that conducting extensive ethnographic studies is not a prerequisite to creating pedagogical spaces that honor children’s home literacy practices and cultural legacies. Findings indicate that as teachers seek to build on young children’s language and literacy strengths, it is pedagogically beneficial to engage in documenting glimpses of home literacy practices within and across contexts while simultaneously challenging and (re)positioning ethnocentric definitions of literacy by engaging young children as authentic curriculum designers.
The 2009 NCTE Presidential Address: Sailing over the Edge: Navigating the Uncharted Waters of a World Gone Flat
Authors: Beers Kylene
Published: March 2024

The following is the text of Kylene Beers’s presidential address, delivered at the NCTE Annual Convention in Philadephia, Pennsylvania, on November 22, 2009.
Reframing the Reading Process through EMMA (Eye Movement and Miscue Analysis)
Authors: Kim Koomi , Duckett Peter , Brown Joel
Published: March 2024

Kim, Duckett, and Brown look at Eye Movement Miscue Analysis (EMMA) as a way to help preservice and inservice teachers transition from a more traditional view of reading to one of reading as meaning-making.
How Hard Can It Be?
Authors: Yolen Jane
Published: March 2024

Jane Yolen, the award-winning author of over 300 books, shares her writing process and invites us to understand the differences between writing for picture books, writing narratives, and collaborating on a graphic novel, as she experienced while writing her first graphic novel Foiled. The relationship between the illustrations and the text is central in creating graphic novels and essential to producing a quality book. Not only is the author asked to be “part art director, part movie director, part set designer and costume designer, part storyboarder,” the production of graphic novels necessitates collaboration between author, artist, and editor. The sophistication with which graphic novels are written and, as a result, read has helped Jane Yolen embrace this art form, and she encourages us to do the same.

“How Hard Can It Be?” Copyright ©2009 by Jane Yolen. All rights reserved.
Technology Toolkit: Crossing Digital Bridges
Authors: Hayes Sandy
Published: March 2024

Technology has changed how our students interact—with each other, with entertainment options, with the world at large—but it hasn’t changed their nature: they are still curious, playful, and eager for contact outside of their own schools. Here are websites and resources to “hook your students up” with a world waiting to share and wanting to know more.
Professional Reading for Middle Level Educators: International Literacy
Authors: Silvers Penny
Published: March 2024

The books reviewed for this issue present a vision for 21st-century education at both international and local levels. Reviewed are Curriculum 21: Essential Education for a Changing World by Heidi Hayes Jacobs; Reading on the Edge: Enabling, Empowering, and Engaging Middle School Readers by Leigh Van Horn; Comprehension and Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels; Teaching for Joy and Justice: Re-imagining the Language Arts Classroom by Linda Christensen.
Paying Attention: Talking about Social Justice in a Reading Intervention Program
Authors: Johnson Danielle
Published: March 2024

Attempting discussions about social justice issues in a junior high classroom can be a daunting but critical task. Uncertainty about how to get conversations started, along with fear about where such talk might lead, can make the task easy to dismiss. In this paper, one teacher tells her story of inviting rich discussion about a variety of issues—including racism, sexism, and poverty—in a classroom targeting 8th and 9th graders in a reading intervention program. Strategies to encourage discussion included inviting all students, modeling critical questioning, being open and honest, sharing control with students, and finding the right texts.
Next Steps in the Journey: Creating “Third Spaces”: Promoting Learning through Dialogue
Authors: Wilhelm Jeffrey D.
Published: March 2024

Wilhelm offers us a definition of “third spaces” as “more democratic and dialogic spaces than a classroom, as well as a metaphor for a space in which new, hybrid, and challenging discourses and real-world knowledge and applications are created.” With helpful background and examples, he urges us to create such spaces for our students, adamant that the resulting learning becomes “separate from both home and work/school, while drawing on the resources of both. It becomes new, interesting, and real.”
New Puzzles/Next Moves: Inventing Your Way into High-Quality Student Discussions
Authors: Shanklin Nancy
Published: March 2024

Shanklin understands the value of civil, public discourse in a democratic society and the need to impart that to our students. She tells us that “when students enter a community where their use of growing literacy abilities is both respected and expected, they are more likely to use what they do know, and even to push themselves further, to accomplish what they consider to be meaningful tasks.” Here are tips on getting started with discussion and on linking reading, writing, and discussion, thereby laying a foundation for action that offers students motivation and purpose.
Student to Student: Reading Reality Can Be Scary, Too
Authors: Ford Kim
Published: March 2024

The books reviewed by students this month reflect the desire of many readers to find characters who live in the real world and struggle with the same things they do—school, family, getting in trouble, making mistakes. These “reality readers” may find the perfect book in this column.
Professional Reading for Middle Level Educators: All about Talk!
Authors: Silvers Penny
Published: March 2024

As we prepare students to become successful learners and citizens, talk is one of our most powerful tools. Here are three books that suggest ways to use talk for positive learning outcomes, for inquiry and reflective assessment, and for supporting differentiation, collaboration, and active learning. Reviewed are: The Reading Turn-Around: A Five-Part Framework for Differentiated Instruction; Inviting Students to Learn: 100 Tips for Talking Effectively with Your Students; Classroom Reading Assessments: More Efficient Ways to View and Evaluate Your Readers.
Bumps in the Road: Who Wants to Be a Millionaire?: Clickers in the Classroom
Authors: Willson Angeli Marie
Published: March 2024

Willson describes the increased usage of “clickers”—a remote-control-style device allowing students to answer multiple-choice questions and see a graph reflecting classroom totals for each option. Potential drawbacks—time needed to develop relevant questions and concern about shallow thinking—have been addressed through software help and by adding processes that include classroom discussion.
The Interactive Potential of Multiple Media: A New Look at Inquiry Projects
Authors: Ranker Jason
Published: March 2024

This article presents the inquiry and literacy processes of two fifth-grade students as they created a digital video about African American history for a school project. During this process, the students gained experience in researching (both on the Web and in books) and writing, with the overall goal of creating a digital documentary video about African American history. The interaction of the various media in the project (books, writing notebooks, the Web, digital video) created a synergy that fostered and perpetuated the students’ literacy and inquiry processes.
New Puzzles/Next Moves: Technology Is Power: Suggestions for Beginning Teachers
Authors: Shanklin Nancy
Published: March 2024

Shanklin knows it can be hard for new teachers to incorporate all they know about technology with the realities of a classroom. She suggests setting incremental, monthly technology goals; investing in equipment; assessing students’ grasp of the technology at their disposal and their use of it in classroom projects; searching purposefully for Internet resources to avoid the “black hole” of Web possibilities; working with parents and libraries to make sure students have what they need to continue their work out of school. Finally, she advised new teachers to continue to build on their existing technology knowledge because “Your students are counting on you!”
Bumps in the Road: Teachers Become Zombies: The Ugly Side of Scripted Reading Curriculum
Authors: Demko Maura , Hedrick Wanda
Published: March 2024

A brief history of NCLB and the resultant scripted reading programs shows how hollow these fixes are when you eliminate teacher responsibility, professional judgment, and flexibility. The authors caution, “In some cases, we do think that these programs can be successful, but only if the teacher has the power as an educator to adjust the curriculum in response to the needs of their students.”
Kepemimpinan Transformasional kepala SMK negeri kota padang
Authors: Lukman Citra Amanda , Gistituati Nurhizrah
Published: March 2024

Penelitian ini dilatarbelakangi dari pengamatan penulis Juli-Desember 2022 serta observasi dan wawancara pada bulan Juni 2023 mengenai Kepemimpinan Transformasional Kepala SMK Negeri Kota Padang dalam hal meningkatkan pengaruh ideal (idealized influence), motivasi inspirasional (inspirational motivation), stimulasi intelektual (intellectual stimulus), Pertimbangan individual (individual consideration) kepala sekolah.

Jenis penelitian ini adalah penelitian deskriptif kuantitatif. Populasi dalam penelitian ini adalah seluruh guru yang terdapat di SMK Negeri Se-Kota Padang berjumlah 818 guru dengan sampel penelitian berjumlah 135 orang yang diambil berdasarkan teknik Stratified Proportional Random Sampling. Instrument yang digunakan adalah angket model skala Likert dengan 5 alternatf jawaban yaitu Selalu (SL), Sering (SR), Kadang-kadang (KD), Jarang (JR), dan Tidak Pernah (TP) yang terdiri dari 37 item pernyataan. Sebelum digunakan untuk penelitian angket tersebut telah diuji validitas dan reliabilitasnya. Teknik analisis data menggunakan rumus rata-rata Mean. Hasil penelitian menunjukan bahwa Kepemimpinan Transformasional Kepala Sekolah ditinjau dalam aspek (1) pengaruh ideal (idealized influence) berada pada kategori sangat baik memperoleh skor rata-rata 4.54 dengan TCR (90.83%), (2) motivasi inspirasional (inspirational motivation) berada pada kategori baik memperoleh skor rata-rata 4.26 dengan TCR (85.17%), (3) stimulasi intelektual (intellectual stimulus) berada pada kategori cukup memperoleh skor rata-rata 4.18 dengan TCR(76.64%), (4) pertimbangan individual (individual consideration) berada pada kategori cukup memperoleh skor rata-rata 4.25 dengan TCR (75.56%).Dengan demikian dapat disimpulkan bahwa kepemimpinan transformasional kepala sekolah SMK Negeri Se-Kota Padang berada pada kategori baik memperoleh skor rata-rata 4.31 dengan TCR (82.05%). Jadi kepala sekolah itu harus lebih meningkatkan kepemimpinan transformasional agar lebih baik lagi kedepannya.

 

Keywords: Kepemimpinan transformasional
Inovasi Kurikulum PAI Berbasis Multikultural untuk Sekolah Menengah
Authors: Ahmad Zaki
Published: March 2024

AbstractIslamic Religious Education (PAI) curriculum based on multiculturalism has become the focus of attention in addressing the dynamics of Indonesia's pluralistic society. This study explores the implementation of innovative PAI curriculum based on multiculturalism for secondary schools, involving the Ministry of Religious Affairs, the Indonesian Islamic Education Teachers Association (AGPAII), and the Wahid Foundation as the main samples. Through qualitative research methods, this study outlines the strengths and weaknesses of each institution in integrating multicultural values into the PAI curriculum. The results show that despite significant efforts from the three institutions, there are still challenges in developing diverse teaching methods and fostering multicultural values in the school environment. However, through collaboration between educational institutions and relevant stakeholders, this study concludes that the development of a PAI curriculum that is responsive to the needs of multicultural society is an important step in building an inclusive and peaceful society.
Abstrak Kurikulum Pendidikan Agama Islam (PAI) berbasis multikultural menjadi fokus perhatian dalam upaya menghadapi dinamika masyarakat Indonesia yang pluralistik. Penelitian ini mengeksplorasi implementasi inovasi kurikulum PAI berbasis multikultural untuk sekolah menengah, dengan melibatkan Kementerian Agama, Asosiasi Guru Pendidikan Agama Islam Indonesia (AGPAII), dan Wahid Foundation sebagai sampel utama. Melalui metode penelitian kualitatif, penelitian ini memaparkan kekuatan dan kelemahan dari masing-masing lembaga tersebut dalam mengintegrasikan nilai-nilai multikultur dalam kurikulum PAI. Hasil penelitian menunjukkan bahwa meskipun terdapat upaya yang signifikan dari ketiga lembaga tersebut, masih terdapat tantangan dalam pengembangan metode pembelajaran yang beragam dan pembudayaan nilai-nilai multikultur di lingkungan sekolah. Namun, melalui kerjasama antara lembaga pendidikan dan stakeholder terkait, penelitian ini menyimpulkan bahwa pengembangan kurikulum PAI yang responsif terhadap kebutuhan masyarakat multikultural merupakan langkah penting dalam membangun masyarakat yang inklusif dan damai.
The Treatment Of Miller’s Class I Gingival Recession Implementing The Modified Coronally Advanced Tunnel Technique (MCAT) And Acellular Dermal Matrix (ADM)
Authors:   Student Of Periodontology Residency Program, Faculty Of Dentistry, Universitas Airlangga, Surabaya, Indonesia, Suhartono Michelle , Prahasanti Chiquita ,   Department Of Periodontology, Faculty Of Dentistry, Universitas Airlangga, Surabaya, Indonesia, Wiyono Novia ,   Former Student Of Periodontology Residency Program, Faculty Of Dentistry, Universitas Airlangga, Surabaya, Indonesia
Published: March 2024

Background: Gingival recession can lead to root hypersensitivity, root caries, and impaired aesthetic concerns. Modified coronally advanced tunnel (MCAT) technique, which possesses various benefits that can be used to support the success in the treatment of gingival recession. Acellular dermal matrix (ADM) is used in the procedure, frequently documented indicating encouraging results in the treatment of gingival recession. The following case report is to indicate an evaluation on the treatment utilizing MCAT with ADM. Case presentation: A male of 27 year-old arrived with main complaints of aesthetic concerns and dental hypersensitivity on the upper right teeth posterior caused by Miller’s class I gingival recession. The aforementioned technique is chosen in treatment considering the rate of success to treat the defects as the impact of gingival recession. Case management: The MCAT with ADM commenced with the fabrication of composite stops at the contact points. Later local anaesthesia (lidocaine HCl 2% with epinephrine 1:100,000) was given. Intrasulcular incision was then made and the mucoperiosteal flap was raised with tunneling knives. The tunnel was then extended over the mucogingival junction. ADM was pulled into the tunnel by means of mattress sutures. Finally the tunnel was positioned coronally to the CEJ by means of suspended sutures placed around the contact points. Conclusion: The use of MCAT technique with ADM (Mucoderm) is able to show satisfying outcome with the improvement of root coverage in the case of Miller’s class I gingival recession.
حضرت شاہ غلام علی دہلویؒ اور ان کے تلامذہ کی دینی و دعوتی خدمات کا اجمالی جائزہ
Authors:   Kasur, Alam Dr. Nadia , Alazhari Dr. Ali Akbar ,   Lahore Garrison University, Lahore
Published: March 2024

Hazrat Shah Ghulam Ali Dehlvi is one of the very famous religious and scholarly personalities of the sub-continent. His efforts are known for the revival of the Mujadadiyya Naqshbandiyya lineage in the twelfth century AD. By the grace of Allah Almighty, his personality and his struggles, his influence reached beyond India to Arabia, Rome, Syria and Kurdistan. His successors and disciples, Shah Rauf Ahmad Mujjadidi, Shah Abu Saeed, Shah Ahmad Saeed, Hazrat Khwaja Ghulam Mohiuddin Kasuri in India and Maulana Ziauddin Khalid Kurdi in Rome and Turkey addressed various political, social and intellectual problems that arose during this critical period where many Muslims were being led astray. They publicized the original teachings of Islam, promoted the chain of Naqshbandiyya and served the religion in different ways. In this regard, the services of Khwaja Ghulam Mohiuddin Kasuri and his disciple and caliph Hazrat Shah Ghulam Dastgir Hashmi are considered very important in Pakistan, especially in the region of Punjab. Allah Almighty has honored our Mashaikh so much that they have been the focus of various writers and researchers throughout history and still many researches are being conducted on their works. In this article, the services of Hazrat Shah Ghulam Ali Dehlvi and his students in relevance to promotion of religion have been reviewed.