bluuebunny/crossref_metadata_2025 huggingface dataset:
EJ in Focus: Cross-Literate Digital Connections: Contemporary Frames for Meaning Making
Authors: Abrams Sandra Schamroth , Gerber Hannah R.
Published: March 2024

This article considers adolescents’ contoured meaning making with videogames and related texts and suggests that such cross-literate experiences can be part of contemporary English classrooms.
Using Nonfiction Texts to Teach Resistance in a Democratic Society
Authors: Welsh Kelly
Published: March 2024

This article suggests that incorporating historical, nonfiction texts into the English classroom can assist teachers in illuminating historical struggles for justice and democracy, while empowering students to begin to see themselves as agents of social change.
Teaming Up: Teaching Analysis and Research through Sports Controversies
Authors: Beckelhimer Lisa
Published: March 2024

Writing assignments focused on sports controversies provide students with opportunities to read, write, research, and debate in ways that feel authentic and meaningful.
Opportunity Costs of the Common Core in High School ELA
Authors: Cunningham Eamon
Published: March 2024

This article offers strategies for adjusting in-class curriculum to align with the CCSS, and how to increase fluency with the demands of standardized tests.
Teaching Equity through Gatsby in the Age of CCSS
Authors: Mills Allisyn , Moon Seungho
Published: March 2024

Influenced by CCSS, the authors provide options for teachers who share the need to design curriculum to incorporate more perspectives in the classroom.
Research Directions: Missing Mirrors, Missing Windows: Children’s Literature Textbooks and LGBT Topics
Authors: Smolkin Laura B. , Young Craig A.
Published: March 2024

Concerns for the well-being of lesbian, gay, bisexual, and transgender (LBGT) youth and the children of families who so self-identify suggest that teachers may need additional support in fostering classrooms that welcome all students. The field of children’s literature has long-standing interests in multiple cultures and the literature representing that diversity; this suggests that children’s literature textbooks may be an important source for broadening teachers’ instructional base. A content analysis of the six, top-selling children’s literature textbooks reviewed tables of contents and indices for specific descriptors, locating textbook sections containing LGBT-related literature; these, in turn, were examined for content, placement, and manner of presentation. Three of the six textbooks included LGBT orientation in considerations of multicultural literature; a fourth did not but presented a strong and unique section on same-sex families as part of diversity. Five of the six included LGBT books in chapters on realistic fiction; the sixth did not address LGBT orientations in any fashion. This paper concludes with suggestions for textbook authors, teacher educators, and teachers regarding enhanced inclusion of LGBT literature and topics.
Literature of Social Transformation: Helping Teachers and Students Make Global Connections
Authors: Neely Ann M.
Published: March 2024

Neely sought to draw upon her experiences in teaching courses in children’s literature, research on global/multicultural education, and her own beliefs in order to design and implement a course on literature written about and after the end of segregation in the United States and Apartheid in South Africa. The course included travel to some of the sites in which the literature was set. The interplay between reading the literature and the travel are discussed. The article explores ways that this sort of literary study and travel experience may help future teachers begin to see themselves as more globally interconnected. Experiences that directly relate to a focus on global interdependence were the basis for this course. Do these connections help students examine the potential for hegemony and to resist such ideology? Finally, the article suggests implications for elementary classroom teachers and teacher educators who focus on the language arts and literature.
Revision Process and Practice: A Kindergarten Experience
Authors: Chase Maggie
Published: March 2024

Many educators teach students that are reluctant about the revisions process in writing. However, this longitudinal study follows a group of students from kindergarten through 8th grade who embraced the importance of the revision process.
Conversation Currents : Digital Directions in Professional Development
Authors: Eidman-Aadahl Elyse , O’Donnell-Allen Cindy
Published: March 2024

This Conversation Currents features two scholars sharing ideas for how professional development can support teachers in working with today’s digital learners. As Cindy reminds us, “despite the fears that we might have with using digital technology at times, . . . teachers still matter.”
Conversation Currents: Interrupting the Single Story: LGBT Issues in the Language Arts Classroom
Authors: Hermann-Wilmarth Jill , Ryan Caitlin L.
Published: March 2024

Two literacy leaders acknowledge the challenges of teaching LGBT issues in the classroom. While children come from a variety of family structures, it is necessary to acknowledge that a gay individual was once a child sitting in a classroom. An argument against marginalization and an advocacy for inclusion of all learners is discussed.
Tomatoes, Cucumbers, and Salad Tag: A Farmer Goes to School
Authors: Summers William
Published: March 2024

Will Summers has been farming since 2007 when he interned for a small community-supported agriculture (CSA) farm in Austin, Texas. His agricultural experience since then has primarily been with nonprofit organizations where he has cultivated vegetables, kept chickens, milked goats, and introduced young people to the wonders of farming and gardening. In this article, he shares his story of working with teachers and students as he integrated good health and farming into K–12 curriculum as part of a “farm-at-school” program.
Children’s Literature Reviews: 2012 Notable Poetry Books
Authors: McNair Jonda C. , Bailey Alan R. , Day Deanna , Möller Karla J.
Published: March 2024

This column presents what we consider to be the most distinguished poetry books published in 2012. There are 13 titles featured, and they are about a wide range of topics—presidents, animal epitaphs, bees, math, the ocean, and others. This selection of notable poetry books features themed collections, picturebooks featuring a single poem, an anthology, and two titles that parody the work of famous poets such as William Carlos Williams, Langston Hughes, Edgar Allan Poe, Emily Dickinson, and Walt Whitman.
Professional Book Reviews: Language, Communities, Multimodalities, and Leadership
Authors: Buchholz Beth , DeFord Diane , Duggins Abbey , Gilbert Barbara , Jewett Pamela
Published: March 2024

The four books reviewed in this column carry messages about students of all ages as well as their teachers and ask questions about the influence of economics and technology on language use, the impact of low-income communities on learners, the necessity of exploring multimodalities with 21st century learners, and the effect of teacher learning on student learning. They represent important professional resources for supporting students’ academic lives and for extending educators’ understanding of the interrelated nature of language, communities, multiple modalities, and learning. The four books reviewed in this column carry messages about students of all ages as well as their teachers and ask questions about the influence of economics and technology on language use, the impact of low-income communities on learners, the necessity of exploring multimodalities with 21st century learners, and the effect of teacher learning on student learning. They represent important professional resources for supporting students’ academic lives and for extending educators’ understanding of the interrelated nature of language, communities, multiple modalities, and learning.
Commentaries: Common Core, Rotten Core
Authors: Shannon Patrick , Walsh Christine , Turner Jennifer Danridge , Ford Michael , Meyer Richard , Durham Joanne , Dreher Mariam Jean , Simon Rob , Kane Sharon G.
Published: March 2024

Several readers respond to aspects of CCSS implementation, addressing topics from their sociopolitical context to teacher training to a comparison with Finnish testing practices. Also included are several poetic responses that are sure to evoke a smile or a shudder.
Research and Policy: Dignifying Every Day: Policies and Practices That Impact Immigrant Students
Authors: Sánchez Patricia
Published: March 2024

This column provides an overview of the many policies and practices that immigrant students contend with on a daily basis. To help readers gain a better sense of the context around migration, Sanchez offers a brief discussion of world migration and displacement and describes the language policies (de jure and de facto) that immigrant students face in the US at the national, state, and local levels. Readers will also learn about the different households in which immigrant students live: transnational, refugee, mixed-status, and separated families. Before ending with an update on the US’s efforts to pass comprehensive immigration reform, she shares the rights of public-school immigrants (including the undocumented) and emphasizes that educators can take on a greater role in ensuring that these rights are protected.
Research and Policy: So the Boys Won’t Bother Us: Kindergarten Students as Researchers
Authors: Vasquez Vivian Maria
Published: March 2024

This column highlights work done by Hannah, a Kindergarten student-researcher, and her use of art as a tool for engaging in research focused on an issue of importance in her life. In particular, Hannah’s use of drawing as a semiotic research tool for producing visual narratives to systematically and intentionally engage in inquiry about how to disrupt the bullying on the monkey bars at her school is described. Her use of art as a literacy through which to construct meaning in her life and to attempt to change the conditions of her world—to re-draw her existence and that of the other girls in her class—is discussed. In the end, the transformative effects on learning that resulted from Hannah’s student-research are shared along with the implications of stifling educational policies that make it more and more challenging for teachers to create such curricular spaces for children.
Creating Digital Comics in Response to Literature: Aesthetics, Aesthetic Transactions, and Meaning Making
Authors: Wissman Kelly K. , Costello Sean
Published: March 2024

This article explores how eighth-grade students in a reading support class responded to the novel The Outsiders with the software program Comic Life. Rather than viewing this work from a new technologies or digital literacies perspective, we argue that unique insights can be gained by analyzing students’ digital compositions with lenses attuned to the arts, the aesthetic transaction, and student perspectives. In our presentation of four case studies, we are informed by two conceptualizations of aesthetics. First, we consider the aesthetic qualities of students’ comics by analyzing the presence and impact of image selection, color choice, and overall design on the meaning students make in their comics. Second, we draw from Rosenblatt’s discussion of the aesthetic transaction in both reading and writing as rooted in the senses, in perception, and within the students’ social worlds.We found that students worked within and across personal experiences, semiotic systems, and popular cultural texts in ways that reflected and often enriched their literary understanding. This article highlights how deliberate inquiry into students’ creative processes, products, and perspectives can provide insight into the potential of the digital arts to support meaning making and the aesthetic transaction.
Research and Policy: Narrative and Multimodality in English Language Arts Curricula: A Tale of Two Nations
Authors: Mills Kathy A. , Exley Beryl
Published: March 2024

In this policy column within this special edition on “The Arts in Language Arts,” we critique the current place of multimodality and narratives in research and curriculum policy. This is a vital issue of significance for literacy educators, researchers, and policy makers because the narrative texts that circulate in our everyday lives are multimodal, tied to the ever-broadening range of narrative forms in digital sites of display. Here, we critically evaluate the place of multimodality and narratives in the language arts or English curriculum policies of two nations, the USA and Australia. In particular, we highlight the silence on multimodality within the Common Core State Standards, USA, and the contrasting centrality of multimodality in the National Curriculum: English, Australia.
Emerging Possibilities: A Complex Account of Learning to Teach Writing
Authors: McQuitty Vicki
Published: March 2024

In order to prepare effective writing teachers, teacher educators need an understanding of how preservice preparation programs, inservice professional development, and the policies and practices of K-12 schools work together to influence teachers’ writing instruction. This qualitative case study uses complexity theory (Davis & Sumara, 2006) to analyze how one teacher learned to teach writing within and through the emergent, nested, interacting systems of teacher education and the school where she took her first teaching job. Data sources were fieldnotes of her teaching and interviews about her instructional decisions, which were coded using constant comparison (Glaser & Strauss, 1967) and the theoretical lens. Findings indicate the teacher’s understanding of writing instruction emerged through interactions between systems as she reproduced and recombined the ideas, values, goals, and activities she encountered within her undergraduate and graduate courses, her school district, and her sixth-grade classroom. The study concludes with discussions of the dynamics of learning to teach writing that emerged through the research and the implications of these dynamics for teacher education, educational policy, and future research.
Editors’ Introduction: All in the Details
Authors: Dressman Mark , McCarthey Sarah , Prior Paul
Published: March 2024

The editors introduce the four research articles in the issue.
What Do You Want to Be When You Grow Up? Self-Construction in Indonesian Street Children’s Writing
Authors: Dewayani Sophie
Published: March 2024

The Education for All policy is one of the Indonesian government’s solutions to return children who work in the street to formal schooling. Unfortunately, access to higher education, which can enable vertical mobility for these children, is constrained by many factors, including financial opportunities. This study examines the constructions of future selves through street children’s writing about their future careers, or cita-cita, in a writing activity conducted on a street median in Bandung, Indonesia. Through analysis of four focal children’s writings and observations of and interviews with the children and their parents, the study juxtaposes the children’s imagined future selves with the “realistic selves” revealed through their accounts as well as through their parents’ understandings of higher education circumstances in Indonesia. This study hopes to enrich the New Literacy Studies framework by examining literacy practices in a setting of urban poverty and their role in the construction of identity within the reproduction of schooling discourse.
The Role of Previously Learned Languages in the Thought Processes of Multilingual Writers at the Deutsche Schule Barcelona
Authors: Tullock Brandon D. , Fernández-Villanueva Marta
Published: March 2024

In recent years, scholars have voiced the need for research which focuses on the ability of multilinguals to write across multiple languages rather than on the limitations that they face when composing in a non-native language. In order to better understand multilingual writers as resourceful and creative problem-solvers, the current study aims to investigate how German/Spanish/Catalan multilinguals draw on the full extent of their linguistic repertoires to solve lexical problems while writing in their fourth language, English. Think-aloud data were collected from 10 informants (8 female, 2 male; ages 16-17) in a German immersion secondary school in Barcelona, Spain. Analysis of the participants’ protocols revealed that the activation of lexical items across several languages was a common approach to tackling lexical problems. The writers’ resourcefulness and creativity were apparent in the activation of cognate forms and their willingness to experiment with language. In their metacomments, they expressed awareness of their strategic behavior as well as their degree of satisfaction with their solutions. It is argued that more research into the strategic behavior of multilingual writers is necessary in order to inform multilingual pedagogy.
Guest Editor’s Introduction: The Consequences of Writing Assessment
Authors: Poe Mya
Published: March 2024

Diversity in writing assessment research means paying attention to the consequences of writing assessment for all students’ learning and writing. This special issue of Research in the Teaching of English brings together researchers from various national contexts who share such a perspective to explore the meanings and roles of writing assessment today.
Speak: The Effect of Literary Instruction on Adolescents’ Rape Myth Acceptance
Authors: Malo-Juvera Victor
Published: March 2024

While grand claims have been made for the power of literature, there is a dearth of experimental research in English education examining the effects of reading literature—and specifically young adult literature—on students’ attitudes and moral development. Little work of any kind has been done on the efficacy of literary interventions in reducing adolescents’ rape myth acceptance. In response, this study examined the capacity of a dialogically organized, reader response–based literary unit focused on the young adult novel Speak to reduce adolescents’ rape myth acceptance. An experimental design was used with eighth-grade English language arts students in seven classes that were randomly assigned to treatment or control. Rape myth acceptance was measured using the Rape Myth Acceptance Scale (Burt, 1980) and a researcher-created scale, the Adolescent Rape Myth Scale (ARMS). Results revealed that girls had significantly lower levels of pretest rape myth acceptance than boys, that intervention significantly lowered participants’ rape myth acceptance, and that there was no backlash to treatment. Factor analysis revealed a two-component solution for the ARMS representing common rape myths; further analysis found that treatment was more effective in reducing the component She Wanted It than the component She Lied. The results demonstrate the instructional value of young adult literature, support the use of reader response–based dialogic instruction, and show it is possible to effectively address topics such as rape at the middle school level. I argue that future research should examine whether similar literary units can affect attitudinal constructs such as homophobia, tolerance of bullying, and attitudes toward disabilities. The potential marginalization of this type of literary instruction due to current educational reforms is also discussed.
Forum: Why This Humanist Codes
Authors: Howard Rebecca Moore
Published: March 2024

With graduate training only in literary research methods, the author built a successful career focused on issues of student plagiarism. Gradually, however, she came to realize that her claims about plagiarism were based on local observation and personal experience; they could not persuade wide audiences. Late in her career, she began doing large-scale, data-based research that allows her to persuade wider audiences; the data-based research has also challenged and revised some of her earlier claims about plagiarism.
Cultural Constructions of Plagiarism in Student Writing: Teachers’ Perceptions and Responses
Authors: Chien Shih-Chieh
Published: March 2024

While the topic of plagiarism in student writing has received much attention in previous research, relatively few studies have examined teachers’ perceptions of plagiarism, and these have tended to focus on how teachers from English L1 countries understand plagiarism (Flint, Macdonald, & Clegg, 2006). Yet given that approximately 80% of English teachers worldwide are nonnative English speakers (Braine, 2010), research that can shed light on these teachers’ practices of defining, detecting, and preventing plagiarism in student writing is urgently needed. The present exploratory study considers teachers’ perceptions and cultural constructions of plagiarism in student writing in Taiwan. Results from a survey and interviews with 23 Taiwanese teachers reveal that a number of cultural factors influenced student plagiarism during writing. These teachers understood plagiarism as being influenced by the Chinese words piaoqie (to rob and steal) and chaoxi (to copy and steal). They also suggested that an emphasis on social relationships and reciprocity in writing, in addition to students’ lack of experience in citing sources appropriately, may lead to both intentional and unintentional plagiarism in students’ writing. These results suggest that plagiarism in this Taiwanese context might be a by-product of the Confucian educational tradition that emphasizes memorization and repetition. Unintentional plagiarism could be closely linked to unawareness. In this case, lack of intentional wrongdoing by students may be due to the influence of culturally rooted definitions of the word plagiarism, suggesting that inexperience is likely to be a contributing factor behind student plagiarism. Implications for pedagogy and further research are suggested.
Instructional Note: “It’s Like Reading Two Novels”: Using Annotation to Promote a Dialogic Community
Authors: Morris Paul
Published: March 2024

Making use of the reading, writing, and talking connection, this classroom activity uses annotation to channel specific strategies that facilitate higher-order thinking and generate academic conversations with the text, about the text, and among students.
Honors Student Perceptions of Self-Directed Learning: When Teacher Becomes Facilitator
Authors: Pruitt John
Published: March 2024

This essay presents various perspectives about honors work among first- and second-year students as they proposed and completed independent, open-ended projects in BritishLiterature— I and British Literature— II.
Instructional Note: Renewing Our Commitment to Connecting to Student Veterans
Authors: Crawley Kristy Liles
Published: March 2024

In an effort to support and retain the increasing number of student veterans in two-year colleges and universities, this article provides strategies for instructors to engage student veterans in composition and literature classrooms.
Feature: The Flint Ethnography
Authors: Shafer Gregory
Published: March 2024

This essay describes an ethnographic assignment in the local community.
Feature: Responding to Student Traumatic Writing: A Psychologist’s View
Authors: MacDevitt John
Published: March 2024

A counseling center psychologist/composition instructor applies psychological research and his experience to the question of how to respond to personal expressive writing in the classroom.
Cross Talk: Finding Our Tribe: Response to “Creative Writing at the Community College: Creating Opportunity and Community” by Kris Bigalk
Authors: Brandt Maria
Published: March 2024

Brandt an Bigalk respond to each other's articles.
“Remember Most That I Wrote for Democracy”: Louise Rosenblatt, in Her Own Words
Authors: Marinaccio Philomena
Published: March 2024

The author recounts an interview she did years earlier with Louise Rosenblatt.
Growing Literate Beings
Authors: Rush-Levine Christy L.
Published: March 2024

This is an introduction to a high school student’s perspective on what the ideal language arts classroom should look like. It is based on a middle school language arts classroom structured around a Nancie Atwell style workshop model. The workshop model in the classroom was grounded in real life literacy experiences, allowed for choice in writing and reading, included daily shared reading experiences, fostered discussion about texts, and included open communication between teacher and students. However the language taken from Atwell’s In the Middle is the true foundation of the workshop.
Editors’ Message: Preparing Our Students as Writers
Authors: Lapp Diane , Fisher Doug , Frey Nancy
Published: March 2024

The authors of the articles in this issue present the face of writing as collaborative rather than solitary. This perception is illustrated through articles portraying students using multiple mediums that permit a more personal sense of audience. Aligned with national and local educational agency expectations, teachers depicted within the instructional examples promote students’ ownership of voice and the development of techniques supportive of sharing one’s positions via writing.
“Writing So People Can Hear Me”: Responsive Teaching in a Middle School Poetry Unit
Authors: Gutzmer Cara , Wilder Phillip
Published: March 2024

If we listen to them, the words of our students can provide a road map for instructional responses that meet their diverse literacy needs. In this article, Cara Gutzmer, a middle school literacy coach, and Phil Wilder, a teacher collaborator at the University of Illinois at Urbana-Champaign, discuss how a responsive teaching framework guided their responses to 6th-grade students in a poetry unit. After using student writing and feedback to create the essential understandings and essential questions for the unit, the authors created a culture of transparent assessment in the classroom so that students could guide instructional responses. Within this classroom writing community, pre-assessments about reading and writing poetry as well as ongoing daily feedback informed how the authors scaffolded the writing process and flexibly grouped these young writers based on their literacy needs and interests.
Risks, Rewards, and Responsibilities of Using New Literacies in Middle Grades
Authors: Hagood Margaret C.
Published: March 2024

New literacies are affecting the ways that we choose to spend our time in teaching and learning. In this article, Hagood describes the work of nine middle grades teachersâ€™ explorations of new literacies, including digital technologies and pop culture, and their implementations in their content area instruction. She also highlight some of the risks and rewards of working with new literacies and explains the responsibilities of sharing learning with others.
Writing Teachers Should Comment on Facebook Walls
Authors: Teng Allen
Published: March 2024

A middle school language arts teacher reflects on his experience in utilizing a school-housed online social network to create avenues for authentic audience, purpose, and response to student writing.  With many technology proponents advocating a 21st century education, the fact that interacting with the Web 2.0 environment is essentially a reading and writing exercise is too often ignored. Drawing on the work of Wiggins and Sommers, this article examines how effective writing concepts might be translated into the new online tools that make composing and publishing seamless and immediate.
Multimodality in an Urban, Eighth-Grade Classroom
Authors: Costello Adrienne
Published: March 2024

Young adolescents are immersed in 21st century literacies in their daily lives, and they bring into schools a level of appreciation and expertise that often goes untapped. This article presents an eighth-grade English classroomâ€™s experience with digital video composing and informal classroom drama as multimodal literacy practices. Students in this urban setting developed deeper understandings of literary issues such as characterization and theme while working through dramatic activity and movie-making processes. Responses to literature became deeper and more nuanced as students brought elements of the text to life through dramatic video. New literacies can be infused into formal study of more traditional aspects of English language arts, and have the potential to position students as actors, experts, and active producers of multimodal texts.
Building on the Linguistic and Cultural Strengths of EL Students
Authors: Cowan Kay , Sandefur Sarah
Published: March 2024

This article discusses an exemplary EL program grounded in research-based literacy strategies. World War II and the Holocaust served as the backdrop for a program that stressed vocabulary and concept development, and then connected that understanding to reading and writing. The "five streams" used to address literacy competencies included reading aloud fictional novels, guided reading of short informational texts, supported independent reading of picture storybooks, guided viewing of films, and guided writing. The roles of engagement, the development of self-efficacy, and the affirmation of students were contributing factors to the program.
Scaffolding Content and Language Demands for “Reclassified” Students
Authors: Rubinstein-Ávila Eliane
Published: March 2024

Students who are reclassified from English Language Learners (ELLs) to Fluent English Proficient (FEPs) do not necessarily developed the complex linguistic competencies to succeed across content areas. Through vivid snapshots of two middle school lessons (Science and Reading), the author points out that content area teachers can (and should) employ instructional strategies to continue scaffolding—from a Vygotskian sense—content and language demands to support the academic learning of reclassified students. The instructional strategies employed by the two teachers include: “wait-time,” think-pair-share, context setting, use of visuals/objects (e.g., realia), modeling on overhead projector, and the use of small groups (and structured talk). These strategies help render the content comprehensible to reclassified students as well as more accessible to all students.
Assessments That Inform and Shape Instruction within a Reading Workshop
Authors: Morgan Denise N. , Hauptman Gayle Marek , Clark Barbara , Williams Jeff L. , Hatteberg Scott
Published: March 2024

This article examines the benefits of writing list articles with students. Within a unit of study approach to teaching this kind of writing, students naturally meet many of the writing Common Core State Standards. Drawing from the writing experiences of 260 7th-grade students, the authors highlight what students gain from their opportunities to write list articles. Key points from this article are: 1) Teachers should consider writing list articles with their students as it is a well-known type of writing in the real world and an experience that students enjoy; 2) Utilizing a unit of study approach to teaching writing can help teachers naturally meet many of the Common Core State Standards; 3) Specifically, writing list articles honors students' interests and choice of topic as students engage in a recursive writing process; and 4) Students must make many deliberate decisions when writing their list articles, and they must engage in short research projects to obtain necessary information for their articles.
“Hear a Story, Tell a Story, Teach a Story”: Digital Narratives and Refugee Middle Schoolers
Authors: Emert Toby
Published: March 2024

In spring 2013, nine ESL refugee middle schoolers participated in the “Hear a Story, Tell a Story, Teach a Story” project, a digital storytelling unit designed as an extended-hours literacy intervention. Working with a lead instructor and five undergraduate interns one afternoon a week for eight consecutive weeks, the refugees learned about traditional story structures by telling an autobiographical story and then translating the narrative to film, using simple moviemaking software. Though they struggled with reading and writing in English, the students exhibited a sense of academic confidence when presented the opportunity to compose a digital story.
CODA: Moving toward Collaborative Cultures: Remixing Classroom Participation
Authors: Wilhelm Jeffrey D.
Published: March 2024

This commentary explores how the digital world encourages a move away from the information transmission teaching models that have dominated American classrooms. Likewise, the next generation of standards worldwide (e.g., the Common Core in the US) and assessments (e.g., SBAC and PARCC) require this move away from purveying information and toward a remixed sociocultural, community-of-practice–based apprenticeship model of teaching. This apprenticeship model is robustly supported by the last half-century of research in cognitive science and is all about cultures of collaboration: between teachers and students, students and students, and students and the wider environment, including a remixing of and with the digital environment.
Conversing to Fortify Literacy, Language, and Learning
Authors: Zwiers Jeff , O’Hara Susan , Pritchard Robert
Published: March 2024

This article begins by outlining the importance of teaching students how toconverse about academic topics. It then describes three conditions needed for effective development of conversation skills across disciplines: valuing talk, focusing less on short answers and more on whole ideas, and focusing less on “talking to” and more on “talking with.” Excerpts of student conversations and descriptions of teaching activities give readers a taste of the what and how of this vital and challenging work.
Debate: Where Speaking and Listening Come First
Authors: Burek Dee , Losos Carol
Published: March 2024

Debate is a 21st-century literacy, addressing over 50 Common Core State Standards, and should be taught in middle school. It prepares students for high school, college, and careers, builds literacy (oral, aural, reading, writing, and language), fosters critical thinking and expanded perspectives, teaches public speaking, increases confidence, and strengthens civil engagement. Debate is a natural fit for talkative young adolescents and the middle school curriculum, as it: teaches speaking and listening; improves reading and writing skills through close reading of texts, development of research skills, and the parallel development of persuasive and argumentative essays; and promotes deeper content knowledge across the curriculum, most notably in history/social studies and science.
Beyond the Sticky Note and Venn Diagram: Comprehension Strategies for 21st-Century Schools
Authors: Styslinger Mary E. , Walker Nicole L. , Lenker Tamela K.
Published: March 2024

This article shares the findings of a collaborative action research project focused on integrating 21st-century technological tools in developing the cognitive-reading strategies of students. Questioning, summarizing, and visualization skills are highlighted as important metacognitive strategies utilized by good readers that can be transformed through technological means. The article introduces, illustrates and considers a variety of free or inexpensive online resources that can be used to deepen student comprehension of literature through these strategies and examines the ways in which students interacted with these resources. It includes additional resources that the practitioner may want to consider as alternatives and provides helpful tips for the classroom. The authors conclude that to successfully meet the needs of our 21st-century technology natives, we must embrace these new tools as a means of instruction rather than an additional activity.—
Nesting And Migration of the Atlantic Loggerhead Turtle
Authors: Caldwell David K. , Carr Archie , Ogren Larry
Published: March 2024

Tagging evidence shows that female Atlantic loggerhead sea turtles may travel as much as 1000 shoreline miles away from the nesting beach in 10 months. The nesting procedure of the Atlantic loggerhead is described and illustrated. The loggerhead sometimes nests singly, but more often in aggregations on restricted stretches of beach„ Loggerheads mate in the water just off the nesting beach, though whether before or after nesting, or both, is still unknown. No correlation exists, between the size of the turtle and the time of laying or the number of eggs laid. The principal nesting range of the subspecies is the mainland coast of North America from about Cape Lookout, North Carolina, to Mexico, emergences have been recorded occasionally on certain northern Caribbean islands and as far South as Costa Rica. The Atlantic and Pacific subspecies of the loggerhead cannot be separated by their marginal laminae.
Factores que intervienen en la práctica de los cuidados paliativos por enfermeras intensivistas
Authors: Souza Pereira Gildasio , De Oliva Menezes Tânia Maria , De Andrade Santos Alice , Pereira Gomes Nildete , Simões da Cruz Pessoa Larissa , Valéria da Silva Freitas Adriana
Published: March 2024

Objetivo principal: Conocer los factores que intervienen en la práctica de los cuidados paliativos prestados por el personal de enfermería en las Unidades de Cuidados Intensivos (UCI). Metodología: Investigación cualitativa. Entrevistas realizadas entre noviembre y mayo de 2019 con 14 profesionales de enfermería de hospital privado de Salvador, Bahía, Brasil. Los datos se sistematizaron mediante análisis de contenido con enfoque de la Teoría del Final de la Vida del Pacífico. Resultados principales: Se identificaron como factores: Equipo Multiprofesional, Apoyo Familiar, Humanización del Cuidado en la UCI, Modelo Curativista, Definición de los criterios de cuidados paliativos. Conclusión principal: La atención a los pacientes en paliación es perjudicada por la falta de preparación emocional y de habilidades, que dificulta la inclusión familiar. Se valora el equipo multiprofesional y la inserción de paradigmas teóricos en el proceso de la enfermedad.
Design and Fabrication of Automatic Temperature Control for Chicken Shade
Authors: M.H.H. Asaad  , N.L Makhtar  , R.I Ismail  , Lee Yit Leng  , Norawanis Abdul Razak  , Wan Nur Atiqah Wan Draman
Published: March 2024

One of the most crucial sectors to explore in Malaysia are agriculture and poultry. Indeed, there is a strong correlation between agricultural growth and economic growth. The inconsistent weather in Malaysia will cause the temperature to increase and decrease, and this problem will affect the health of the chicken. Small-sector farmers cannot afford the high cost of installing and maintaining the temperature control system. Therefore, new effective technological approaches were required to continuously improve the productivity, profitability, and sustainability of major farming systems. An automatic temperature control system was designed to control the temperature in the chicken shade. This system was controlled by Arduino UNO, which was programmed using Arduino IDE software. The system started to operate when the sensor detected the temperature in the chicken shade above 28oC. The exhaust fan, pump, and water sprinkler are the main components in this system that control the temperature in the chicken shade. The system reduced the temperature in the chicken shade by 1oC to 3oC. The system also affects the rate of chicken growth. By lowering the temperature in the chicken shade, the rate of the chicken growth increases. The chicken starts to grow faster in week 3 at 5 weeks. Starting in week 3, the chicken in controlled room temperature was 46g heavier than the average chicken weight in a normal room. In week four, the average chicken weight in a controlled room was 116.25g  heavier than in a normal room. In week six, the average weight of chicken in the controlled room was 884.5, while in normal room conditions, it was 732g. The initial bar graph and week six bar graph for both conditions show significant differences in the chicken's growth rate.
Review on Waqf in Ottoman
Authors: Sherrindra Avedta
Published: March 2024

The waqf system is a welfare system implemented in Islam. In this case, the waqf system has made it easier for the State to run government, as well as providing positive value for its people. The Ottoman government or Ottoman Türkiye organized the management of waqf for the interests and welfare of its people. The government forms a waqf body that takes care of collecting and managing waqf. This research aims to determine the development of waqf in the Ottoman Empire, published by leading journals on Islamic economics. The data analyzed consisted of 72 indexed research publications. The data was then processed and analyzed using the VoSviewer application to find out a bibliometric map of the development of waqf research in Ottoman. The results show that the keywords most frequently used in studies on the theme of Waqf in Ottoman are Waqf, history, human, and Eurasia.
Challenges and Opportunities of E-Learning for Women's Education in Developing Countries: Insights from Women Online University
Authors: Hakimi Nargis , Hakimi Musawer , Hejran Muska , Quraishi Tamanna , Qasemi Parisa , Ahmadi Lima , Daudzai Mehriya , Ulusi Helena
Published: March 2024

This case study explores the challenges and opportunities of e-learning for women's education in developing countries, focusing on the experience of Women Online University. The purpose is to assess the impact of e-learning on women's empowerment and socio-economic advancement, examining factors influencing engagement with e-learning platforms. The study involved 220 female students across various faculties and age groups, utilizing surveys and statistical analysis to evaluate e-learning effectiveness. Results indicate a positive perception of e-learning, with significant relationships between e-learning contribution, empowerment, and socio-economic advancement. Access to technology is influenced by digital literacy, age, and faculty of study. In conclusion, the study highlights the transformative potential of e-learning for women's education, emphasizing the importance of addressing digital literacy gaps and enhancing institutional support. Recommendations include leveraging innovative pedagogical strategies to optimize e-learning outcomes and promote gender equality in education. This case study contributes valuable insights into the role of e-learning in empowering women in developing countries, informing future research and policy initiatives in educational development and gender equality efforts.
Dampak Pandemi Covid-19 Terhadap Industri Pariwisata Dan Strategi Keluar Dari Krisis: Studi Kasus Strategi Pariwisata Kota Nanning Tiongkok
Authors: Wei Liu Shi , Wardiyanta Wardiyanta , Sutanto Aftoni
Published: March 2024

Penelitian ini bertujuan untuk menyelidiki dampak pandemi COVID-19 terhadap industri pariwisata dan strategi untuk keluar dari krisis, dengan mengambil contoh industri pariwisata di kota Nanning, Tiongkok. Wabah COVID-19 menyebar di seluruh dunia, menyebabkan industri pariwisata mengalami kerugian yang besar. Namun, di tengah latar belakang pandemi, bagaimana mengembalikan perkembangan industri pariwisata menjadi masalah yang perlu segera diatasi. Pernetilian ini menggunakan metode analisis literatur, berfokus pada sejauh mana dampak pandemi COVID-19 terhadap industri pariwisata di kota Nanning dan mengusulkan strategi yang sesuai. Pertama, dengan mengumpulkan dan menganalisis literatur terkait dampak pandemi COVID-19 terhadap industri pariwisata, untuk memahami dampaknya terhadap industri pariwisata di kota Nanning. Kedua, mengumpulkan data spesifik industri pariwisata di Nanning selama pandemi, dengan menggunakan metode penelitian kualitatif untuk menganalisis dampak pandemi terhadap industri pariwisata di Nanning. Terakhir, memilih kota Nanning sebagai studi kasus, secara mendalam mendiskusikan bagaimana merumuskan strategi efektif untuk keluar dari krisis di tengah pandemi. Hasil penelitian menunjukkan bahwa pandemi COVID-19 telah memberikan dampak negatif yang signifikan terhadap industri pariwisata di Nanning, seperti penurunan jumlah wisatawan, penurunan pendapatan pariwisata, dan kesulitan di sektor industri pariwisata. Untuk keluar dari krisis, penelitian ini mengusulkan strategi berikut dari berbagai pihak: pertama pemerintah dapat mengambil langkah-langkah seperti dukungan keuangan, dukungan keuangan, survei pasar, pelatihan profesi, pengawasan pasar, dan mendorong transformasi industri pariwisata untuk membimbing perkembangan perusahaan pariwisata dan mempromosikan perkembangan industri pariwisata. Pemerintah juga dapat mempercepat pengembangan industri pariwisata sehat untuk meningkatkan daya saing pasar. Kedua Industri pariwisata di Nanning menghadapi tuntutan baru, seperti memperhatikan kesehatan dan keselamatan wisatawan, menyediakan layanan personalisasi, menarik wisatawan dari negara-negara ASEAN, dan mengembangkan pariwisata budaya. Kebersihan dan manajemen kesehatan merupakan langkah penting untuk memastikan lingkungan pariwisata bersih dan kesehatan karyawan. Promosi dan pemasaran bisnis online akan menjadi lebih penting untuk memenuhi kebutuhan konsumen modern. Pengenalan kebijakan diskon untuk menarik wisatawan, kerja sama dengan perusahaan lain untuk memperluas jangkauan. Merumuskan rencana promosi pemasaran komprehensif untuk meningkatkan popularitas dan daya tarik pariwisata Nanning.
Meta-analysis of the correlation between high expression of lncRNA NEAT1 in rectal cancer and pathological features and prognosis
Authors: Lin Qiyi , Pan Jianpeng , Wang Huaishuai , Li Yinlin , Zhuang Yixiang , Cai Zhicong , Lin Gaofeng , Liu Weibo , Xu Guoxi
Published: March 2024

Background: To systematically evaluate the relationship between the expression level of long noncoding RNA NEAT1 and the clinical characteristics and prognostic value of rectal cancer patients. Methods: PubMed, EMBASE, Cochrane library database and case-control studies on the correlation between abnormal expression of lncRNA NEAT1 and prognosis of rectal cancer patients published by the American clinical trials registry before May 1, 2023 were searched. The search time was from the establishment of the database to May 30, 2023. Results: A total of 7 case-control studies were included, including 1063 cancer patients. The results of meta-analysis showed that the high expression of lncRNA NEAT1 was significantly correlated with the degree of differentiation [or=0.45, 95%CI=0.32-0.63, P<0.01], tumor size [or=0.59, 95%CI=0.42-0.82, P<0.01], and overall survival [HR=1.34, 95%CI=1.21-1.48, P<0.001]; However, it was not associated with gender [or=1.23, 95%CI= 0.88-1.72, P=0.23] and lymph node metastasis [or=0.87, 95%CI=0.45-1.66, P=0.67]. Conclusions: The high expression of lncRNA NEAT1 may be a risk factor for poor prognosis in patients with malignant tumors, and lncRNA NEAT1 can be used as a potential biomarker to evaluate its prognosis.
Innovation of Storytelling and Role-Playing Methods in Islamic Religious Education Learning
Authors: Rofiq Ainur , Nisa Khoirun , Muid Abdul
Published: March 2024

This article aims to analyze the roleplaying and storytelling methods in applying Islamic Religious Education in schools and Madrasahs. The technique used in this research is literature with content analysis. This method uses several sources from Google, Books, Dimension, and Scopus that are relevant to the theme. The findings of this article are as follows: The roleplaying model in the learning process aims for students to appreciate the role being played, put themselves in the situation of others that the teacher wants, and arrange the stages of the role. Motivation is the drive contained in a person to make changes to achieve specific goals. Roleplaying can stop when learners have had enough time to express their feelings about the role played and the other participants, discuss and evaluate, share experiences, and conclude. It takes a long time because roleplaying is carried out, and learning materials that will be used need to be prepared. Teachers must provide detailed explanations to students, have more speaking skills, take issues considered essential and can be an attractive force for students, provide examples for the first steps in the roleplaying model, and understand the events that will be carried out.