bluuebunny/crossref_metadata_2025 huggingface dataset:
Teaching Ideas: Four Projects that Promote Authentic Learning
Authors: Mitchell Diana , O’Neill Bridget
Published: March 2024

Describes assignments which engage students and are suitable for end of year: (1) a video or booklet for incoming students describing what the grade they are about to enter is all about; (2) a book of poetry for a special person; (3) a research packet for next year’s students; and (4) a letter from parents explaining their feelings for their children.
Pamphlets: An Introduction to Research Techniques
Authors: Northrup Janet
Published: March 2024

Describes a four- to six-week project for high school sophomores in which students create pamphlets and in the process learn basic research skills and practice several elements of the research paper.
Believing the Truth IS Out There: A Science and Math School Uses Language as the Heart of Its Curricular Connections
Authors: Thompson Michael
Published: March 2024

Describes how the popular TV show “X-Files” was used as a model to develop an in-depth semester-length project, in which 10th graders integrated history, math, science, and English as they worked in investigative teams to develop evidence dossiers, memos, and presentations following stringent requirements yet allowing students considerable freedom in how they worked on their topics.
Beavis and Butt-head: Two More White Males for the Canon
Authors: Skretta John
Published: March 2024

Discusses a high school unit involving the cartoon characters “Beavis” and “Butt-head.” Examines how social values and social conflicts affect and mirror language use. Describes Beavis and Butt-head projects, and objections to the unit. Argues that schools must embrace nonprint texts to help students become skilled, literate, and critical viewers.
A Ride Down Mango Street
Authors: O’Malley Thomas F.
Published: March 2024

Describes the powerful connections an English teacher and his students made with Sandra Cisneros’ “The House on Mango Street.” Discusses how the book invites the reader to experience racism, shares the mainstream of the American experience, and deals with growing up. Notes that the book had a powerful impact on students’ writing and their desire to write.
The Care and Feeding of the Creative Spirit: Teaching Alice Walker’s "In Search of Our Mothers’ Gardens"
Authors: Martin Terry
Published: March 2024

Asserts that Alice Walker is one contemporary writer whose voice deserves to be heard in secondary English language arts classrooms. Suggests a number of class activities (dealing with imagery, organization, literary techniques, and writing and identity) for Walker’s essay “In Search of Our Mothers’ Gardens.”
New Teachers: A Student Teacher’s Experiences Structuring Literature-Based Discussions
Authors: Conry Clare E.
Published: March 2024

Describes and discusses various attempts made by a student teacher to improve the discussions in her English classroom. Describes how she used structured discussions, learned from chaotic discussions, and facilitated discussion through a mock trial. Notes progress in facilitating discussions that were on task and that incorporated students’ thoughts and experiences as they related to the topic.
Media Literacy Does Work, Trust Me
Authors: Krueger Ellen
Published: March 2024

Uses the following National Council of Teachers of English Guidelines to show that media literacy works in the classroom and to show it works when incorporated into the conventional English classroom: (1) students need to construct meaning through different media; (2) students need to analyze their transactions with media texts; and (3) students need to create their own media texts and performances.
Performing Personal Narrative: Anna Deveare Smith’s “Fires in tthe Mirror”
Authors: Myers Elizabeth M.
Published: March 2024

Describes how Anna Deveare Smith’s “Fires in the Mirror” can be adapted for the secondary level language arts classroom. Describes a storytelling exercise, and then describes the six stages of the project as students adapted personal narrative for performance: theme; obtaining the interview; the peer-editing workshop; preparing for the performance; final performance; and postperformance activity and conclusion.
Bridging the Gap: Integrating Video and Audio Cassettes into Literature Programs
Authors: Avery Kay Beth , Avery Charles W. , Pace Debra Partin
Published: March 2024

Describes 12 practical activities that use video and audio cassettes to build bridges to printed texts, and thus ease students into analyzing complex ideas and into complex examinations of themes, symbols, and literary technique.
Resources and Reviews: My Dinner with Andre: Inviting the Authors to Speak
Authors: Goggans Barbara
Published: March 2024

Offers a review of nine books, presented in the form of an imagined conversation between the authors (leading scholars in the English-language arts today) as they discuss changes in language-arts curriculum, interdisciplinary curriculum, community-building in the classroom, teaching rather than showing films, and literature as a living tradition.
Poetry: First Place: Letter to Dad, Draft #98
Authors: Finch Beverly
Published: March 2024

Available in print version only.
Leaving Home
Authors: Dickson Randi
Published: March 2024

Describes ninth-grade English classes interviewing international students regarding their experiences and feelings about the journeys that brought them to the United States. Discusses how students from diverse cultures began to know one another, and how the gathering and them publication of these stories helped faculty, administration, and students grow in awareness and respect.
Making It Real: Girls’ Stories, Social Change, and Moral Struggles
Authors: Schaafsma David , Tendero Antonio , Tendero Jennifer
Published: March 2024

Describes a year-long project created and undertaken by a group of 14 eighth-grade girls to conduct interdisciplinary research on teenage sexuality and pregnancy. The project involved reading and discussing fiction and nonfiction, conducting interviews with teenage mothers, writing and publishing a booklet, and mentoring a group of fifth- and sixth-grade girls.
Actively Experiencing Shakespeare: Students “Get on Their Feet” for Henry IV, Part One
Authors: Meyer Herbert M. , Thomsen Lee
Published: March 2024

Discusses how a literature and multimedia course for 11th and 12th graders used active-learning experiences to engage students with Shakespeare’s “Henry IV, Part One.” Describes how shouting Hal’s soliloquy; constructing a chart of character relations; rewriting a scene in their own words; performing, filming, and critiquing a scene; and writing computer slide-show essays developed thoughtful appreciation and analysis.
Revising Beyond the Sentence Level: One Adolescent Writer and a “Pregnant Pause”
Authors: Brockman Elizabeth Blackburn
Published: March 2024

Relates a student’s experience writing a college application essay. Argues that switching topics should be redefined as global revision, a “pregnant pause” providing evidence of recursivity, and that adolescent writers who talk about their emerging texts are more likely to reconceptualize their written documents.
Doublespeak Detection for the English Classroom
Authors: Kehl D. G. , Livingston Howard
Published: March 2024

Describes the serious and pervasive problem of “doublespeak,” in which language is used to deceive and manipulate in order to control behavior. Discusses why it is crucial for English teachers at every level to be reminded about doublespeak and to teach students about its perils. Describes ways English teachers can teach about and prepare students to cope with doublespeak.
Recognizing Students’ Multiple Intelligences in Cross-Age Buddy Journals
Authors: Glasgow Jacqueline N.
Published: March 2024

Describes a project in which students in a college survey class on young adult literature were paired with students in a high school English class in a “buddy journal” project. Shows examples of this writing and of the assignments which used Howard Gardner’s concept of multiple intelligences to offer students multiple paths for responding to literature.
From the Secondary Section: Preparing Ourselves for a Millennium of Diversity, or Enjoying the Whole Enchilada, Collard Greens, Fry Bread, and Apple Pie
Authors: Cruz MaryCarmen E.
Published: March 2024

Notes the high percentage of teachers of all subjects who feel unprepared to address the needs of students from diverse cultural backgrounds. Argues that multiculturalism means viewing the classroom as a microcosm of society. Discusses J. Banks’s five dimensions of multicultural education, and notes the work of the National Council of Teachers of English secondary-section steering committee.
From Mickey Mouse to Marilyn Manson: A Search Experience
Authors: Wilson Heidi A. , Castner Frank L.
Published: March 2024

Describes the Multiple Intelligence search (used by the author with 6th and 9th graders) based on Ken Macrorie’s “I-Search” and Howard Gardner’s theory of multiple intelligences. Describes the process as students conducted a search using library resources and technology; became experts on topics they are passionate about; created a professional presentation; and explored topics through multiple intelligences.
Rethinking Research
Authors: Simmons Eileen A.
Published: March 2024

Suggests that research is a process, not a product, whose most important skill is thinking. Maintains that students cannot produce outstanding research papers unless they are taught strategies for gathering information, analyzing, synthesizing, and evaluating that information through critical thinking. Discusses ways English teachers can build into their classes research thinking and opportunities to use the research in various activities.
Stay Tuned for Our Next Episode: Teaching Great Expectations in Installments
Authors: Bucolo Joe
Published: March 2024

Details the planning and the specific assignments involved in teaching “Great Expectations” over a period of nine months. Explains how the novel was coordinated with other reading using the themes of Judgment, Influences, and Control.
Deliverance: The Anatomy of a Challenge
Authors: Mitoraj Suzanne O.
Published: March 2024

Describes how an English department and a school district responded to a parental challenge to the use of James Dickey’s novel “Deliverance” in a senior English class. Offers a 2-month chronology of events, beginning with a letter of complaint to the principal, continuing through responses, meetings, media coverage, and the meeting and vote of the board of education.
The Teaching of Anti-Violence Strategies within the English Curriculum
Authors: Coghlan Rosemarie
Published: March 2024

Argues that the English classroom is a fitting place to integrate anti-violence teaching into the academic curriculum. Describes how English teachers can teach conflict resolution strategies, instill respect for cultural diversity, provide an atmosphere for cooperative learning while acknowledging controversy, and heighten empathy and respect by integrating
Much Ado about Negotiation
Authors: Shosh Joseph M.
Published: March 2024

Describes how a new English teacher invited students to negotiate with him their course of study. Discusses setting the stage for negotiated learning, establishing ownership and building ensemble, clarifying expectations and rehearsing together, planning ahead and assessing the performance, helping students take on additional roles, and allowing students to give direction. Notes students’ reflections on this successful experience.
Working with a Writer’s Notebook
Authors: Fracareta Pamela , Phillips Deborah J.
Published: March 2024

Offers a close look at how three eighth-grade students used their writer’s notebooks, examining what they thought of their writer’s notebooks, what purposes they used them for, and how their responses changed over the course of the school year. Notes that the authors learned that their involvement in the writer’s notebook was vital. Includes students’ reflections on their notebooks.
The Popularity of Formulaic Writing (and Why We Need to Resist)
Authors: Wiley Mark
Published: March 2024

Argues that too many teachers are looking for quick fixes for students’ writing problems. Shows how formulaic writing of the kind J. Schaffer advocates forces premature closure on complicated interpretive issues and stifles ongoing exploration. Argues that writing teachers must help students develop a repertoire of strategies for identifying and then handling the differences each writing situation presents.
Voices in the Junior High School Classroom: Lost and Found
Authors: Hamblin Lynda
Published: March 2024

Discusses aspects of the classroom environment that nurture young writers. Describes strategies and assignments (including cross-curricular poetry, a letter writing activity, multi genre papers, a tribute assignment, and a “read and retail” assignment) which helps students understand and develop voice. Notes that while students’ writing improved, their scores on Idaho’s Direct Writing Assessment did not, since it actually negates students’ voices.
Writing and Evaluating Assessments in the Content Area
Authors: Friedman Audrey A.
Published: March 2024

Discusses the process used by teacher researchers focusing on writing in science and history: the process of developing the writing as well as that of evaluating the writing. The article shares two excellent, detailed evaluation rubrics.
Becoming Better Together through Collaboration and Technology
Authors: Bowman Cindy , Edenfield Renn
Published: March 2024

Describes the Better Together project and website, which connected preservice teachers with seventh-grade reluctant readers through pen-pal correspondences and email, a variety of small and large group technology-based activities, tutoring, and classroom visits and teaching. Offers descriptions from two of the preservice teachers. Discusses culminating activities. Notes students’ self-esteem and unprecedented interest in school, and the teachers’ professional growth.
A New Sort of Writing: E-Mail in the E-nglish Classroom
Authors: Blasé Dean Woodring
Published: March 2024

Describes a project which used email to link the author’s English classroom with classrooms in three other states so that students could discuss Zora Neale Hurston’s novel “Their Eyes Were Watching God.” Discusses email as a distinct genre of writing with rules, characteristics, and even an aesthetic of its own. Offers a student-generated list describing effective electronic academic discourse.
Helping Students Weave Their Way through the World Wide Web
Authors: Elliott Catherine B.
Published: March 2024

Students who are fast and experienced with Internet searches may not actually be skilled at Internet research. Instructional technology specialist Catherine Elliott shares strategies and resources that can serve as helpful tools for middle and high school student researchers.
Learning to Walk It, Not Just Talk It: Standards and Michigan’s Demonstration Sites
Authors: Fleischer Cathy , Koch Richard , Lewis Jennifer , Roop Laura
Published: March 2024

Stories from standards demonstration sites — places teachers come together to study standards and to grow in their teaching — provide yet another perspective on the Michigan project and the overall issue of language arts standards.
Inquiry at the Window: The Year of the Birds
Authors: Whitin David J. , Whitin Phyllis E.
Published: March 2024

This science inquiry in a fourth-grade classroom affirms the importance of observation, questioning, reading, and writing to the inquiry process.
Literature Talk: Dialogue Improvisation and Patterned Conversations with Second Language Learners
Authors: Ferguson Phyllis M. , Young Terrell A.
Published: March 2024

Using picturebook text to initiate dialogue improvisations and patterned conversations provides children acquiring English with meaningful, low-risk opportunities to use and learn English.
Innocent and Not-So-Innocent Contributions to Inequality: Choice, Power, and Insensitivity in a First-Grade Writing Workshop
Authors: Deshon Jo Anne Pryor
Published: March 2024

Even the most well-intentioned decisions can lead to inequality of opportunity in the classroom.
Writing Back: The Teacher as Respondent in Interactive Writing
Authors: Hall Nigel , Crawford Leslie , Robinson Anne
Published: March 2024

Many teachers write to their students through dialogue journals or other forms of correspondence. In an attempt to examine the issues of power, status, and experience in such situations, this article draws attention to what teachers say and how they say it when they “write back” to students.
The Writer’s Toolbox: Five Tools for Active Revision Instruction
Authors: Harper Laura
Published: March 2024

These revision tools provide students with a set of easily accessible options for getting their jobs done in writing.
Explicit Instruction at the Point of Use
Authors: Price Debra P.
Published: March 2024

Illustrates explicit code instruction within the context of a literature-based reading program in one first-grade classroom. Examines the classroom context, the teacher’s views on code instruction as a strategy, one day in the life of the classroom, and implications and reflections.
Let’s do it again! Peer Collaborationin an ESL Kindergarten
Authors: Fassler Rebekah
Published: March 2024

Illustrates how the use of picture books in an English–as–a–second–language kindergarten supports language development. Describes individual children’s interactions with picture books, and analyzes the degree and nature of peer collaboration. Discusses the classroom context, observes the focal children reading, and describes how the teacher drew on a range of personal and peer resources.
The Work We Do: Journal as Audit Trail
Authors: Harste Jerome C. , Vasquez Vivian
Published: March 2024

Offers a peek inside the journals kept by a well-known language-arts educator, which he uses as a repository for his thoughts, drawings, articles of interest, notes from conversations with others on his own work, the work of others, and education in general. Shows how the journal is an "audit trail" of its owner’s learning.
Reader Response Approaches and the Growth of Readers
Authors: Spiegel Dixie Lee
Published: March 2024

Outlines what reader response might look like in the classroom. Presents four basic assumptions of reader response theory. Discusses ways reader response approaches to literature help students grow both in the depth and breadth of their responses to literature, and as strategic readers.
Beginning to Read and the Spin Doctors of Science: An Excerpt
Authors: Taylor Denny
Published: March 2024

Notes only a small number of widely-circulated studies are central to the idea that teachers should specifically teach phonemic awareness skills to young children. Shows that they selectively and misleadingly cite other studies out of context to support their argument and that their statistical procedures do not support their propositions. Offers eight major criticisms of phonemic awareness research.
Sacred Cows: Questioning Assumptions in Elementary Writing Programs
Authors: Power Brenda , Ohanian Susan
Published: March 2024

Presents a series of e-mail conversations between the two authors as they debate some of the "sacred cows" of writing instruction in elementary language arts: (1) Do teachers need to be writers?; (2) Do students need to keep journals?; (3) Is writing a political act?; and (4) Do students need to publish their work?
White Chickens, Wild Swings, and Winter Nights
Authors: Luce-Kapler Rebecca
Published: March 2024

Uses poetry and poetic prose to remind readers of the power of poetic language. Discusses the author’s experience as a poet and her work with teachers to bring poetry into children’s lives.
Ask Me
Authors: McLoughland Beverly
Published: March 2024

Full article is available in the print version only.
“Teacher-Watching”: Examining Teacher Talk in Literature Circles
Authors: Short Kathy , Kaufman Gloria , Kaser Sandy , Kahn Leslie H. , Crawford Kathleen Marie
Published: March 2024

Investigates how teacher talk and social interaction influence children’s discussions, by comparing the talk occurring within literature circles in fourth-grade classrooms where teachers were and were not present. Discusses the four roles teachers took (facilitators, participants, mediators, and active listeners). Notes strategies students used to generate and facilitate their discussions that related to teacher roles within the classroom.
Strong Female Characters in Recent Children’s Literature
Authors: Heine Pat , Inkster Christine , Kazemek Frank , Williams Sandra , Raschke Sylvia , Stevens Della
Published: March 2024

Shares the authors’ criteria for evaluating female characters as positive role models in children’s literature. Explores the criteria by examining “The Ballad of Lucy Wipple” (Karen Cushman). Discusses other recently published picture books and novels which feature strong females in history, in contemporary times, and in fantasy.
Diamonds of Thought: A Reflection
Authors: Garber Susie
Published: March 2024

Reflects on how the author’s third-grade students, experienced in literary conversation from their reading workshop, transferred the practice of literary conversation to their writing workshop.
Working in Her Own Context: A Case Study of One Teacher Researcher
Authors: Chandler Kelly
Published: March 2024

Chandler’s case study of one teacher researcher offers insight into the development of teacher researchers and the relationship between teacher researchers and university-based researchers.
Becoming Teacher Researchers One Moment at a Time
Authors: Power Brenda , Hubbard Ruth
Published: March 2024

Power and Hubbard draw on the voices of teachers to offer a glimpse into the process of becoming teacher researchers.
Gendered Literacy
Authors: Barrs Myra
Published: March 2024

Differs with those who respond to boys lagging behind girls in literacy by making more space in literacy curricula for reading and writing practices favored by boys. Looks at patterns of gender differentiation. Argues that, since reading gives access to other, wider ways of being, educators need curricula and assessment procedures that enable all children to achieve optimally.
Muted Colors: Gender and Classroom Silence
Authors: Fredericksen Elaine
Published: March 2024

Highlights some causes for silence in schoolgirls and other marginalized students. Suggests ways teachers can help these students participate more fully as speakers and writers in language arts classes. Shows how language arts instruction can change students’ attitudes about themselves as gendered subjects, agents, and communicators.
The Naked Truth about Being Literate
Authors: Paul Lissa
Published: March 2024

Offers a critical reading of a text used in Ontario, Canada, in a province-wide sixth-grade testing program, finding it representative of a genre called “Boutique multiculturalism,” which fails as literature and fails as an inclusive text because it is emptied of all specific social, cultural, and historical content.
Voice and Image: A Look at Recent Poetry
Authors: Hade Daniel D. , Murphy Lisa
Published: March 2024

For an annotated list of children’s poetry collections that were considered for the Lee Bennett Hopkins Poetry award, see this article.
The Construction of Literacy and Literacy Learners
Authors: Cairney Trevor H.
Published: March 2024

Examines the real-world literacy contexts in which children find themselves. Discusses research at multiple sites over five years looking at how teachers struggle day by day to work out how to acknowledge and build on the language and cultural diversity of the students in their schools. Explores and illustrates four distinct “constructions” of literacy.
Theory into Practice?: Reading against the Grain of Good Practice Narratives
Authors: Dressman Mark
Published: March 2024

Reports results of a content analysis of 61 narratives of classroom practice that appeared in “Language Arts,” volumes 69-74 (1992-1997), as a way of illustrating that narratives that include the twists and turns of practice are more powerful and persuasive than narratives that report only success.
Exploring Our Literacy Beliefs with Families
Authors: Klassen-Endrizzi Charlene
Published: March 2024

Describes a workshop for parents of children enrolled in a four-week summer reading program for struggling readers. Discusses parents’ views about literacy, their questions about a singular instructional focus, and their situation in the larger literacy community. Notes that radical change did not occur during the program. Argues that parents need continuous support as they shift their thinking about reading.
Why Does Joshua “Hate” School . . . but Love Sunday School?
Authors: McMillon Gwendolyn Thompson , Edwards Patricia A.
Published: March 2024

Take a close look at the learning experiences of a five-year-old African American preschooler considered exceptionally literate in Sunday school, but socially illiterate in preschool and the ways in which these two settings enabled or disabled Joshua’s attempt to become a reader. His parent’s explicitly taught him to negotiate the cultural boundaries of his two learning environments.
Developing a Spelling Conscience
Authors: Turbill Jan
Published: March 2024

Draws on a series of case studies and instructional projects to illustrate the importance of proofreading and developing a “spelling conscience” and, ultimately, learning to spell conventionally. Argues that proofreading is a special kind of reading that requires readers to “read like a speller,” and that proofreading should be an integral part of the literacy curriculum.
Focus on Research: Using What We Know about Language and Literacy Development for ESL Students in the Mainstream Classroom
Authors: Watts-Taffe Susan , Truscott Diane M.
Published: March 2024

Reviews recent research about literacy development, the development of English-language proficiency, and the social, academic, and emotional challenges of entering a new culture. Recommends and describes instructional practices for teaching second-language learners in integrated settings. Focuses on writing, discussion, and scaffolding in the areas of background knowledge, vocabulary, and communication, stressing their importance to the literacy development of second-language students.
Learning How to Use Citations for Knowledge Transformation: Non-Native Doctoral Students’ Dissertation Writing in Science
Authors: Dong Yu Ren
Published: March 2024

This article reports on how three English-speaking advisors and their non-native English-speaking doctoral students used citations and related writing techniques to make new knowledge claims in science dissertation writing. The study focuses on the introductory chapter of the dissertations. The research data consist of drafts of the students’ dissertations, analysis of the draft texts, observations during writing conferences and lab meetings, background interviews, and in-progress interviews. The study investigated: 1) the selection of cited works; 2) how the students and their advisors contextualized their research and made claims to novelty; 3) how the advisors inducted their students into the disciplinary culture and its citation practices; and 4) the influence of language and cultural differences on the students and their advisors. The findings revealed that the academic advisors played an important role in helping their three graduate students learn how to construct new knowledge claims. The study also found no negative influence from the students’ native language and culture on their acquisition of academic language and conventions.
Learning to Get Along: Language Acquisition and Literacy Development in a new Cultural Setting
Authors: Long Susi
Published: March 2024

Examines the author’s daughter’s experiences of being socialized into the language of Iceland through the eight-year-old’s immersion in Icelandic culture. Shows how play-based activities with native-speaking peers was critical to her language and literacy development. Argues that authentic activity in social life is the key to learning literacy concepts.
Empowering Education: Teaching Argumentative Writing to Cultural Minority Middle-School Students
Authors: Yeh Stuart S.
Published: March 2024

Studies different methods of teaching argumentation to middle school students. Concludes that explicit instruction in argumentative form and argument structure sharpens students’ judgment regarding the content and organization needed to generate logically connected arguments and improves students’ writing of arguments. Finds that such an approach is particularly important for minority students.
Deaf Children Learning to Spel
Authors: Mayer Connie , Moskos Evie
Published: March 2024

Investigates, in a longitudinal study, the spelling development of young deaf children in the context of an integrated process writing classroom. Identifies/categorizes the spelling strategies employed by deaf writers as print-based, speech-based, and sign-based. Provides insights into the nature of cognitive processes in the deaf child.
Initial Encounters with Unfamiliar Words in Independent Reading
Authors: Harmon Janis M.
Published: March 2024

Finds that two proficient middle-school readers (in initial encounters with self-selected, unknown words) employed multiple strategies to gain knowledge of new words, including making use of distant and local context, drawing on different types of content connections, doing word-level analysis, and using syntactically appropriate synonyms. They differed substantially on the kinds of content connections on which they drew.
The Role of Genre in Preschoolers’ Response to Picture Books
Authors: Shine Stephanie , Roser Nancy L.
Published: March 2024

Studies five preschoolers’ response to four genres of picture books: fantasy, realistic, poetic, and information. Finds (1) distinct patterns of response for each genre; and (2) personal associations to the characters, events, images, and topics seemed to form the basis for interpretation.
Annotated Bibliography of Research in the Teaching of English
Authors: Brown Deborah , Martino Wayne , Rijlaarsdam Gert , Stinson Anne D’Antonio , Whiting Melissa E.
Published: March 2024

Presents a selected, annotated bibliography of recent research in the teaching of English, with most studies appearing in the period between January and June, 1999. Includes sections on assessment; family and workplace literacy; literature; media, society, and literacy; moral education; professional development; reading; research methodology; technology and literacy; and writing.
Opposition and Accommodation: An Examination of Turkish Teachers’ Attitudes toward Western Approaches to the Teaching of Writing
Authors: Clachar Arlene
Published: March 2024

Investigates cross-cultural tensions in Western writing pedagogy as reflected in Turkish teachers’ oppositional and accommodative attitudes and how those attitudes played out in classroom interactions. Discusses teachers’ perceptions concerning the effects of Western rhetorical styles on Turkish students’ thinking and identity, assumptions regarding philosophical and instructional objectives of Western approaches, and their views on what counts as good writing.
Cultivating Hybrid Texts in Multicultural Classrooms: Promise and Challenge
Authors: Solsken Judith , Willett Jerri , Wilson-Keenan Jo-Anne
Published: March 2024

Critical Pedagogy; Identity (Psychological) Explores the potential of hybridity for supporting critical pedagogies that seek to transform the knowledge, texts, and identities of the school curriculum. Draws on microanalyses of oral and written texts constructed by a Latina student perceived to be struggling academically. Shows the student interweaving home, school, and peer language practices to serve a variety of social and personal agendas.
Reviews
Authors: McAlexander Patricia J. , Myers Carol A. , Rasmussen E. W. , Bateman L. Eric , Daigle Linda J. , Deisler Judith A. , Albert Janice
Published: March 2024

Reviews six books: City on a Hill: Testing the American Dream at City College, by James Traub; The Writer’s Presence, ed. by Donald McQuade and Robert Atwan; The End of Education: Redefining the Value of School, by Neil Postman; From Community to College: Reading and Writing across Diverse Contexts, by Jeff Sommers and Cynthia Lewiecki-Wilson; Writing Permitted in Designated Areas Only, by Linda Brodkey; Juxtapositions, by William Vesterman.
Instructional Note – Tapping the Sources Within: A Three-Step Approach
Authors: Allen Diane
Published: March 2024

Diane Allen, in "Tapping the Sources Within: A Three-Step Approach", gives a strategy for helping basic writing students develop better essays with stronger voices.
Traveling with Willa Cather
Authors: Albert Janice
Published: March 2024

Relates how an English teacher, a fan of Willa Cather, searches for Cather’s past in the physical environment, the Nebraska prairie, which formed her as a person and an author. Shows how this search led the teacher to examine her own past.
Part-Timers, Full-Timers, and Portfolio Assessment
Authors: Bloom Dina , Dettmer Karl , DiToro Douglas , Friedland Anita , Gooden Octavio , Gooding Karlene , Richardson Anne , Hill Janice
Published: March 2024

Explores issues, problems, and procedures involved in large English departments which use portfolio assessment and where part-timers and full-timers need to collaborate in this process. Offers recommendations involving the relationship of part-time and full-time teachers in such programs.
Some Other Culture: Maori Literature as a Unifying Force in a Multicultural Classroom
Authors: Fauske Chris
Published: March 2024

Argues that using unfamiliar texts in a multicultural classroom allows students to read and write without interference from existing cultural tensions. Describes how, finding their own defenses and prejudices suddenly meaningless, students realize just how much common ground they share. Illustrates this by describing use of a Maori poem the author has found particularly powerful and effective.
Silence and the Nontraditional Writer
Authors: Fredericksen Elaine
Published: March 2024

Argues that nontraditional students need special assistance in coming to believe that they have something valuable to say and in learning to express it with authority. Discusses the complicated nature and causes of the silences of nontraditional students, and describes numerous things that can be done to lessen fear and resistance in the writing classroom.
“Fare from the Madding Crowd”: The Lighter Side of Error in Student Writing
Authors: Vaughn Gary , Wenner Barbara
Published: March 2024

Discusses two intriguing ways of explaining error in student writing—the work of Michel Foucault and the work of Roland Barthes. Describes in-class activities and essay assignments that use these perspectives to help students to reach improved understanding of error in writing.
Twists, Turns, and Returns: Returning Adult Students
Authors: Bay Libby
Published: March 2024

Reports results of a study of adult students over the age of 24 at one community college in New York State. Explores (1) the reasons the mature person takes a life-step once confined to the young; (2) the difficulties and satisfactions they experience; and (3) what colleges can do to respond to their needs.
An Interview with Ira Shor-Part I
Authors: Tinberg Howard
Published: March 2024

Presents an interview with Ira Shor, who reflects on the state of the community college since the 1960s, the open admissions experiment at the City University of New York, and the remediation wars that have recently heated up in New York and elsewhere.
Teaching and Identity: My Thirty-Five Years in the California Community College System
Authors: Albert Janice M.
Published: March 2024

Describes the author’s 35-year career teaching in the California Community College System. Discusses social, political, intellectual, and emotional changes over that time span and into retirement.
Student-Generated Texts on Writing: Giving Students an Active Voice in the Writing Classroom
Authors: Cody Jim
Published: March 2024

Discusses how the author and a colleague made a short videotape of students talking about their writing experiences. Describes first steps, arrangements and questions, the shoot itself, and crafting the video. Discusses uses of this video, noting the impact this infusion of student voices can have in the composition classroom, influencing the way new writing students approach a writing course.
Writing in the World: Teaching about HIV/AIDS in English 101
Authors: Green-Anderson Gail
Published: March 2024

Describes an AIDS-centered curriculum for a composition class in a New York City community college. Describes selecting a text, assignments, attending a conference, guest speakers, and the research paper. Notes that the subject of AIDS not only provokes reflective writing and much class discussion but also compels writers to express and sometimes change profound ideas about living and dying.
Grease on the Keyboard: Making Composition Work in a Technical College
Authors: Lourey Jessica
Published: March 2024

Notes that teaching composition in a technical college presents a number of challenges. Considers how employers are calling for the hands-on training to be combined with more communication and critical thinking skills so that employees have a broader education that allows them to switch speeds or tasks. Describes activities and course components for technical college writing instruction.
Professional Voices/Classroom Portrait: Searching for the Speaker
Authors: Anzul John
Published: March 2024

Argues that students are capable of discovering a great deal about a poem simply by exploring their thoughts, ideas, and feelings instead of worrying about whether their analysis matches that of the teacher. Presents a “lively and insightful” discussion with a group of sixth graders on Robert Frost’s “Stopping by Woods on a Snowy Evening.”
Learning by Being: Drama as Total Immersion
Authors: Wilhelm Jeffrey D.
Published: March 2024

Argues that drama is one of the most powerful teaching strategies available in the classroom, in all subject areas. Notes reasons drama is not used much. Describes two drama activities used with seventh-grade students, and how they used it (with excitement) as a way of experiencing, thinking through and representing new understandings.
What’s Behind Door Number Three?
Authors: Schanche Carol E.
Published: March 2024

Describes how performing (of music, drama and other things from elementary school through college) has helped each of the author’s three children (three very different people) along their respective paths, helping them to reach their goals and feed their souls. Argues that such programs in the schools are priceless.
Finding My Place at the Table
Authors: O’Brien Pat McDonald
Published: March 2024

Observes that teaching today is a major challenge as teachers attempt to sift through everything that confronts them and as they constantly struggle with conflict while trying to address the complex dilemmas facing them daily in their classrooms.
Message from the Editors
Authors: Rief Linda , Barbieri Maureen
Published: March 2024

All learning - all education - is about becoming good human beings and making the world a better place. In this themed issue, “Teaching for Social Justice,” the teachers and students written about in each article are already making a difference. We hope that their stories inspire you to examine problems and injustices in your lives, your community, and your world, and ask yourselves: “What can my students and I do about it?”
Hormone-Driven Kids: A Call for Social and Emotional Learning in the Middle School Years
Authors: Stern Robin , Rosenzweig Debra
Published: March 2024

Describes the basic tenets of social and emotional learning; discusses the emotional and social challenges that middle school children face; and provides suggestions for parents and teachers to help promote smooth sailing through these rocky middle school years.
Journey into Cyberspace
Authors: Scott Judith L.
Published: March 2024

Describes why technology will be the author’s essential carry-on luggage into the new millennium.
Peek, Peak, Pique: Using Homophones to Teach Vocabulary (and Spelling!)
Authors: Pryle Marilyn Bogusch
Published: March 2024

Argues that regular homophone practice enhances vocabulary knowledge, spelling skills, pronunciation ability, and overall reading proficiency. Describes how card games played with decks of homophones helped to accomplish these things. Notes particular benefits of homophone games to ESL students, and outlines key advantages of using the games.
Words
Authors: Bauer Joan
Published: March 2024

It is the rare person who sets out to learn to new words. Rather, people go out and have experiences and find ways to talk about them. “Vocabulary” is necessary in order for us to talk with one another. Adolescent author Joan Bauer shares personal experiences that have made “words” hold meaning for her, as well as her challenge to find just the right words to say just what she wants to say.
Going Public: Letters to the World
Authors: Dean Deborah
Published: March 2024

Notes that if students are able to publish, they are often more interested in engaging in the messy, challenging, rewarding process of writing. Describes experiences in writing letters to the editor and letters of appreciation or complaint. Concludes that through these experiences, students see how writing is powerful, accomplishes specific purposes, and gives them more control over their world.
EDITOR’S MESSAGE: The Power of Publication
Authors: Beers Kylene
Published: March 2024

Publishing can become an important first step in helping middle school students find their voice, gain confidence, and find purpose. The authors of this issue all understand the authority that resides in the published word.
ONE LAST THOUGHT: Returning to the Purpose of Publication
Authors: Wilhelm Jeffrey D.
Published: March 2024

Closing thoughts on the power of publication: “When we compose, we make our thoughts visible. When we do so, we become more alive to ourselves. If we share our writing, we can become more alive to each other, to ideas, to various ways of being.”
From Engagement to Celebration: A Framework for Passionate Reading
Authors: Thomas Cheryl
Published: March 2024

Discusses how connecting students to reading requires more than just an energetic approach. Presents a framework for reading experiences: engagement, exploration, collaboration, and individual celebration. Describes a program that gives students varied opportunities to become engaged in literature, choice in what they read, time to actually read, and chances to share their insights and discoveries.
Aquilomba FiloMove:
Authors: Muriel López Gallucci Natacha
Published: March 2024

Neste recorte de investigação, apresentamos aspectos da pesquisa audiovisual Aquilomba FiloMove: O processo de re(criar) a tradição na trajetória da Mestra Maria de Tie e a Comunidade Quilombola de Souza realizada como pesquisa-ação colaborativa pelo Grupo de Pesquisa FiloMove: Filosofias, Artes e Estéticas da América Latina em 2018, em conjunto com Maria de Tie e a Comunidade Quilombola de Souza, na Chapada de Araripe, Município de Porteiras, no sul do Ceará. O coco, dança entrelaçada, toque do pandeiro e canto, mostra técnicas corporais, células rítmicas e estratégias composicionais que fizeram parte do processo de reconstrução das manifestações afrodescendentes, produzindo espaços de identificação e reconhecimento para o grupo. Orientamos a pesquisa-ação para o resgate crítico-reflexivo do patrimônio cultural material e imaterial afro latino americano.
Reflexões sobre presença
Authors: Lucia Oliveira Santana Ivani , Losada Tourinho Ligia , Ribeiro Walmeri , De Araújo Morais Líria , Miranda de Figueiredo Nara , Emerich Ana Paula , Marín Pérez Tânia
Published: March 2024

Este ensaio aborda a noção de presença em processos de improvisação, especialmente considerando sua ocorrência com a mediação tecnológica. Nossa proposta parte da improvisação A-Round Table e se desenvolve como escrita-performativa. Esta reflexão interativa e interdisciplinar acomoda as diferentes perspectivas das integrantes da conexão Mulheres de Improvisação, que convida a(o) leitora(o) a refletir sobre questões a partir de ideias, corporeidades, sons e imagens. A partir dessas performances e vivências, concluímos que a improvisação é um processo que sempre nos coloca diante de novas camadas e novos estados de presença e o atual contexto de relações virtuais nos traz diferentes possibilidades de nos sentirmos presentes.
A dança que move Joyce Barbosa:
Authors: Melo Samara , Rabay Glória
Published: March 2024

Existem diversas maneiras para registrar a história da dança. Nestapesquisa foi eleito o viés jornalístico (primeira formação das autoras),utilizando técnicas do jornalismo literário como forma de pesquisa eescrita. Este trabalho é um fragmento de um produto jornalístico feitocomo pesquisa, da mestranda Samara, no Mestrado Profissional deJornalismo na UFPB sob orientação da Prof. Drª Glória Rabay, tendocomo recorte a ação de mulheres com/na dança e que constroem umviés autoral. Com entrevistas em profundidade, realizadas por vídeochamadas devido a pandemia de Covid-19, o diálogo com as perfila-das foi transformado em narrativa perfil. Para tanto, a pesquisa teveo apoio teórico dos pesquisadores Edvaldo Pereira Lima (1995), Ser-gio Vilas-Boas (2007) eMônica Martinez (2014), ancorando-se tam-bém nestes autores para realizar uma escrita em primeira pessoa.Fazer esse registro histórico através dos perfis das artistas é o queestá incluído no pensamento e na proposta de micro história, sendo,a partir deles, contada a história da dança na Paraíba, em especialde João Pessoa.
Antimicrobial Susceptibility Profiles of Bacteria Isolated from Traditionally Fermented Bovine Milk from Selected Farms of Kajiado- Central Sub-County, Kenya
Authors: Kiarie Jane , Kagira John , Ngotho Maina , Maina Naomi , Achoki Peter , Maingi J
Published: March 2024

Introduction: Fermented bovine milk provides a conducive environment for the growth of bacteria some of which could be of zoonotic importance. These bacteria can develop antimicrobial resistance (AMR) due to the regular use of antibiotics in animals. Materials and methods: This cross-sectional study was undertaken to determine the antibiotic sensitivity of bacteria isolated from traditionally fermented milk obtained and processed from 114 indigenous cows kept by Maasai pastoralists in Kajiado County, Kenya. The Kirby-Bauer Disk diffusion method was used to determine the antimicrobial susceptibility profiles of the isolated Staphylococcus spp., Escherichia coli, Klebsiella spp., and Salmonella typhi. Results: The susceptibility of the isolated bacteria was determined using nine antibiotics namely chloramphenicol (10μg), kanamycin (30μg), penicillin G (10μg), streptomycin (10μg), oxytetracycline (30μ) tetracycline (30μg), vancomycin (30μg), gentamycin (10μg) and Ampicillin (10μg). The Staphylococcus (S.) aureus isolates exhibited diverse resistance patterns to the antibiotics with the greatest resistance observed against oxytetracycline (69.2%), streptomycin (69.2%), and kanamycin (61.5%). However, a significant proportion of the S. aureus strains demonstrated a 100% susceptibility rate to gentamycin and vancomycin. Escherichia coli isolates exhibited resistance to vancomycin (100%), tetracycline (80%), oxytetracycline (80 %), and ampicillin (60 %) and were highly (100%) sensitive to the other antibiotics. Salmonella typhi isolates were resistant to vancomycin (88.8%) and highly (100%) sensitive to chloramphenicol, penicillin G, gentamycin, and streptomycin. Klebsiella spp. were highly resistant to vancomycin (100%) and were sensitive to gentamycin (100%) and streptomycin (100%). Conclusion: The study showed a high prevalence of AMR in bacteria isolated from traditional milk consumed by the pastoralists and thus there is a high risk of zoonotic spread of the pathogenic bacteria. There is a need to educate the local households on strategies to minimize the occurrence of AMR in animals and also improve hygiene practices in the preparation of traditionally fermented milk.