bluuebunny/crossref_metadata_2025 huggingface dataset:
Off the Shelves: “History with Feelings”: Nonfiction Titles for Teens
Authors: Letcher Mark
Published: March 2024

“Off the Shelves” discusses new young adult literature and explores ways of teaching YA texts in middle and high school English classes.
Building a Collective Understanding of Prisons
Authors: Pahomov Larissa
Published: March 2024

Pairing Night by Elie Wiesel with Finding Freedom by Jarvis Jay Masters, a death-row inmate, encourages a critical examination of the purposes and effects of imprisonment.
International Quidditch: Using Cultural Translation Exercises to Teach Word Choice and Audience
Authors: Ruwe Donelle
Published: March 2024

Focusing students on British-to-American cultural translation problems in the Harry Potter series encourages students to understand connotation, denotation, and other important characteristics of English language.
Changing the Lens: The Necessity of Visual Literacy in the ELA Classroom
Authors: Gilbert Chris
Published: March 2024

An analysis of Ebony and GQ magazine covers exposes race and class narratives and encourages students to become more aware of the ways in which other images connote cultural information.
Speaking My Mind: Poised to Partner: The 21st-Century School Librarian
Authors: Southworth Amy Jo
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
Developing Academic Skills through Multigenre Autobiography
Authors: Bickens Sarah , Bittman Franny , Connor David J.
Published: March 2024

Historical research, interviews, deep reflection, and live presentation: this ten-chapter assignment fulfills Common Core State Standards as it engages students.
Mentoring Matters: What Will You Tell New Teachers?
Authors: McCann Thomas M.
Published: March 2024

“Mentoring Matters” focuses on effective ways to support new English teachers and student teachers.
Subversive Acts of Revision: Writing and Justice
Authors: Bruce Heather E.
Published: March 2024

English classes should offer students bold opportunities to revise hate and discrimination.
The English Teacher as Writing Consultant: Taking Classroom Expertise into the Workplace
Authors: Brockman Elizabeth
Published: March 2024

Using her work with police officers, Brockman shows how English teachers can work one-on-one with professionals who seek help with their writing.
The Whole Is Greater Than the Sum of the Parts
Authors: Brady Marion
Published: March 2024

Emphasizing the deficiencies of standardized assessments, the author highlights the complexity of assessment as well as the significance of the teacher-student relationship.
Internal Rhyme, Isosceles Triangles, and iMovie: A Middle School Collaboration to Integrate English and Geometry
Authors: Counihan Erin , Silcox Amanda
Published: March 2024

An eighth-grade English teacher and a math teacher work together to improve student writing, engagement, and communication in English and geometry classes.
“To Be English, Math, and History”: A Multidisciplinary Project for Students and Teachers
Authors: Pekter Nancy , McAskill Bruce
Published: March 2024

Two teachers of different subject areas (English and mathematics) describe their experiences with a multidisciplinary research paper for senior high school students.
Figurative Theater
Authors: Vaughn Kyle , Kallos Robert
Published: March 2024

The article describes a collaborative project co-taught by a creative writing teacher and the theater department’s technical director that required students to write an original script and perform it as toy theater or shadow theater.
Continuous Becoming: Moving toward Mastery: A Master Teacher’s Responsibility to the Future
Authors: Billings William H.
Published: March 2024

“Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own roadmaps toward mastery.
Speaking Truth to Power: Opening Doors: Restoring Teacher Agency in the School Accountability Era
Authors: Connors Sean P. , Bengtson Ed
Published: March 2024

“Speaking Truth to Power” seeks to explore the experiences and possibilities that arise when educators speak truth to power.
The Common Core of Literacy and Literature
Authors: Cronin Mariam Karis
Published: March 2024

The writer describes how the Common Core State Standards in the English classroom can improve the teaching of literature as well as the teaching of literacy.
Approaching Young Adult Literature through Multiple Literacies
Authors: Costello Adrienne M. , Reigstad Thomas J.
Published: March 2024

The authors demonstrate how current understandings of literacy learning can be integrated with traditional teaching strategies in the study of literature.
The 2012 Honor List in a Digital Age
Authors: Blasingame James , Nilsen Alleen Pace , Nilsen Don L. F.
Published: March 2024

EJ readers are offered a look at some of the best YA books of 2012.
Who’s Normal Here? An Atypical’s Perspective on Mental Health and Educational Inclusion
Authors: Smagorinsky Peter
Published: March 2024

The article uses autobiographical reflection to argue for mental health as an area of cultural difference that merits inclusion in multicultural education.
Soft(a)ware in the English Classroom: Readers and Writers Rebooted: Teaching Software to Read the World
Authors: Lynch Tom Liam
Published: March 2024

“Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.
Speaking Truth to Power: Reclaiming the Conversation on Education
Authors: Endacott Jason L. , Goering Christian Z.
Published: March 2024

“Speaking Truth to Power” seeks to explore the experiences and possibilities that arise when educators speak Truth to power.
Sports Stories and Critical Media Literacy
Authors: Fabrizi Mark A. , Ford Robert D.
Published: March 2024

A popular one-semester elective, Sports Stories relies on student knowledge of and interest in sports to teach critical media literacy and rhetorical analysis.
Writing: An Athletic Performance
Authors: Lamb Marisa Sandoval
Published: March 2024

An English teacher and competitive runner explains the parallels that exist between academic and athletic performance and provides activities to improve student writing.
High School Matters: Curiouser and Curiouser: A Brief Reflection on Standards
Authors: Chadwick Jocelyn A.
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Speaking Truth to Power: “Not the Time … to Follow the Line of Least Resistance”
Authors: Thomas P. L.
Published: March 2024

“Speaking Truth to Power” seeks to explore the experiences and possibilities that arise when educators speak Truth to power.
English Leadership Quarterly, Volume 35, Number 3, February 2013
Authors: Laughter Judson
Published: March 2024

Culturally Relevant Pedagogy (CRP) may be “just good teaching” (as Gloria Ladson-Billings once said), but to date, it is not yet the norm. Based on the tenets of developing students academically, nurturing cultural competence, and developing a sociopolitical consciousness, CRP has provided a powerful framework for examining teachers and students in multiple and diverse contexts. This issue offers a sampling of how English educators are applying CRP to a broad spectrum of work and research.
Profiles and Perspectives: Phillip Hoose: Writing for a Better World
Authors: Ward Barbara A. , Young Terrell A.
Published: March 2024

This article features a profile of award-winning author, Phillip Hoose. Though Hoose wears many hats in his day-to-day world, thoughts of social justice are never far from his mind and heart. It might seem that books about basketball (i.e., Hoosiers, 1986), an early civil rights pioneer, teen activists, and a mysterious bird have little in common, but underneath each of those books lies the author’s determination to bring attention to little-known stories. Obviously, he relishes finding and telling the complicated, often multifaceted stories that rarely appear in today’s history texts. Claudette Colvin: Twice toward Justice (Farrar, Straus and Giroux, 2009) nabbed the National Book Award, was named an Honor Book for the Newbery, Sibert, and Jane Addams Awards, and made just about every best-of list for books published in 2009. Curious about how Hoose manages to take events that are decades old and breathe life into them, the authors of this article reread all of his books and then interviewed Hoose for this profile.
Research Directions: Moving across Languages, Literacies, and Schooling Traditions
Authors: Moore Leslie C.
Published: March 2024

Millions of children participate in both Qur’anic schooling and public schooling. For the majority, this double schooling entails learning (in) two different non-native languages. Seeking to understand the double-schooling experiences of Muslim children for whom the language of literacy in both of their schools is not their native language, Moore conducted research in a Fulbe community in northern Cameroon, and then in the Somali immigrant-refugee community in Columbus, Ohio. In this article, she draws upon both projects in order to provide insights into the schooling and literacy experiences Somali children and other Muslim immigrants may bring to public school from their other school. She discusses Qur’anic schooling in the Fulbe community, describing the organization and the significance of this schooling tradition for participants, as well as the recent rise of double schooling and changes in Islamic educational practice. She then shifts her focus to the Somali immigrant-refugee community in Columbus, discussing changes in Qur’anic schooling that have arisen in this diasporic context. After discussing how Qur’anic school experiences may affect Muslim language-minority children’s second language and literacy learning in public school, she concludes with reflections on how knowledge of Qur’anic schooling and Qur’anic school-based literacies might impact the practices of public elementary school educators.
Using Blogs to Promote Literary Response during Professional Development
Authors: Colwell Jamie , Hutchison Amy , Reinking David
Published: March 2024

This article describes a project that studied 15 preservice teachers’ perceptions of and reactions to responding to children’s and young adult literature using a Ning blog. These perceptions and reactions provided insight into various practical aspects of using a social networking blog to facilitate literature response in a teacher education course. Further, the authors considered what these perceptions and reactions may mean for the larger field of teacher education and professional development.
Before Coffee, Facebook: New Literacy Learning for 21st Century Teachers
Authors: Roach Audra K. , Beck Jessica J.
Published: March 2024

This article documents how one middle school teacher’s everyday writing life on Facebook launched a professional inquiry and led to the development of a classroom unit of study on writing for networked audiences.
A Tale of 3 P’s—Penmanship, Product, and Process: 100 Years of Elementary Writing Instruction
Authors: Hawkins Lisa K. , Razali Abu Bakar
Published: March 2024

From penmanship, to product, to process . . . this article recounts 100 years of instructional practice in the US elementary writing classroom through the voices of past teaching manuals and curriculum guides. This particular tale begins at the turn of the 20th centuryâ€”a time when the elementary school was firmly established in the country, and writing instruction still referred (as it had in centuries past) to the instruction a student received in penmanship. To organize this account, three key definitions of writing that have greatly influenced instructional practice were drawn upon: writing as penmanship, writing as product, and writing as process. This structure highlights the historic arc of elementary writing instruction to date. While 100 years ago there was a strong focus on penmanship, more recently we have seen a greater emphasis on the process of writing, with echoes of penmanship and product remaining.
Reclaiming Pleasure in the Teaching of Reading
Authors: Murphy Sharon
Published: March 2024

Beginning with the premise that pleasure is a driving force in life, this article examines the relationships between pleasure, schooling and society across the past century.Â  Through the examination of school texts, narratives, and histories of literacy instruction, a case is made that part of the move away from keeping pleasure at the heart of reading is based on the economic role that literacy is perceived as having in contemporary society. Consideration is given to a renewal of interest in rekindling the centrality of pleasure and the positive effects of such efforts. Some of the examples provided are deceptively simple to implement. To conclude, an argument is made that the road to the renewal of reading for pleasure can be embarked upon one teacher at a time.
Research and Policy: Looking, Thinking, Talking, Reading, Writing, Playing . . . Images
Authors: Roser Nancy
Published: March 2024

This column examines research studies that foster children to explore the relationship between text and images. The collaboration of an engaging picturebook and a good teacher unlocks rich discussion and interaction among the students. Through visual literacy, children are active participants while making meaning and strong connections. The cited studies will support these findings.
Research and Policy: Lunch, Teeth, Body, and Mind: Children’s Learning and Well-Being
Authors: Bomer Randy , Maloch Beth
Published: March 2024

This article explores the research on the relationship between two particular aspects of poverty and school achievement. In particular, it examines research on food insecurity and oral healthcare among elementary-school-age children. The argument here is that these sorts of experiences of children in poverty account for some of the achievement difference between students from low-income homes and those with adequate resources for physical well-being. This fact has significant policy implications, as there are gaps in the ways policymakers engage with data; they often do not attempt to correlate student or school achievement data with material disadvantage like the ones investigated here. Reform efforts in curriculum and instruction would be more fruitful if they were combined with improving children’s overall well-being.
Research and Policy: The Danger of Canonizing Research within Early Childhood Literacy Policies
Authors: Spencer Tamara
Published: March 2024

This article examines the collective research that informs the current federal reform initiative, Preschool for All. The author specifically homes in on the conditions that led to the initiative, which has called for “rigorous curriculum” in the preschool years. The author offers a critique that suggests that the research that informs this policy can be viewed as a “canon” in which only select perspectives and methodologies are put forward. In so doing, there is a counterproductive effect that narrows what counts as language and literacy, as well as a positioning of academic deficits and poverty as synonymous. The author explores multiple interpretations of widely cited research studies and calls for a breadth of methodological perspectives within policy discussions.
Conversation Currents: Watercolor as a Form of Storytelling: An Interview with Jerry Pinkney
Authors: Pinkney Jerry
Published: March 2024

This column features edited selections from a conversation between well-known children’s book creator Jerry Pinkney and Language Arts editor Laura May. Mr. Pinkney’s work presents little-known sides to historical events and provides a level of detail that is unusual for a watercolorist. He discusses his artistic process, his work—including his two recent wordless picturebooks—and his thoughts on guiding children.
Conversation Currents: Developing Individual Talent and Abilities: An Interview with Sir Ken Robinson
Authors: staff Language Arts
Published: March 2024

This interview features Sir Ken Robinson, an internationally recognized scholar, speaker, and leader in the development and commitment to the arts, creativity, innovation, and the potential of human resources. He talks about how he became interested in the arts through drama, his ideas on assessment, and the importance of engaging people in active and significant learning.
Literacy and Schooling in One Family across Time
Authors: Compton-Lilly Catherine
Published: March 2024

Most research involving the analyses of discourses targets particular points in time or relatively short durations (i.e., one semester, one year). Failure to recognize the ways discourses operate over long periods of time limits the ability of educators and researchers to recognize the temporal nature of meaning construction. Through this longitudinal research project, I tracked discourses about literacy and schooling to document how events at multiple timescales (Lemke, 2000, 2001) converged in the literacy and schooling experiences of one student. Specifically, I asked how one African American middle-school student and members of her family drew upon and negotiated discourses related to past and ongoing experiences as well as larger social histories as they made sense of literacy and schooling. Based on data from an eight-year study, I applied grounded coding methods to identify and track discourses voiced in interview transcripts and field notes. Findings from the study suggest that discourses were taken up, challenged, modified, negotiated, and abandoned by participants across time. Participants drew on multiple, intertextual language resources within families and other social contexts to make sense of themselves and their experiences recursively as they recalled, neglected, revisited, and forgot particular stories and eventsand identified familiar social types.
Announcing the 2010 Alan C. Purves Award Recipient (Volume 44)
Authors: Filkins Scott , Lloyd Delores , Looker Samantha
Published: March 2024

The 2010 Alan C. Purves Award Committee is pleased to announce this year’s award recipient, Elizabeth Dutro. Her article, “What ‘Hard Times’ Means: Mandated Curricula, Class-Privileged Assumptions, and the Lives of Poor Children” (RTE Vol. 44, No. 3, February 2010), is an exemplary source of thorough research and much-needed pedagogical strategy encouraging the creation of curricula grounded in students’ lived realities.
Announcing the Alan C. Purves Award Recipient (Volume 45)
Authors: Schorn Susan , Zapata Angie , Fowler-Amato Michelle
Published: March 2024

The 2011 Alan C. Purves Award Committee is pleased to announce this year’s award recipient, Ramón Antonio Martínez.
Editors’ Introduction: Writing Research outside the U.S.: Our Final Introduction
Authors: Dressman Mark , McCarthey Sarah , Prior Paul
Published: March 2024

The editors introduce the articles in this issue and reflect on their editorship.
Literacy Worlds of Children of Migrant Farmworker Communities Participating in a Migrant Head Start Program
Authors: Purcell-Gates Victoria
Published: March 2024

Within this ethnographic case study, I examine the ways that a Migrant Head Start program failed to build on the funds of language and literacy knowledge of a group of socioculturally and linguistically marginalized preschool children. Using a literacy-as-social-practice lens, I explore the children’s early literacy knowledge by focusing on the ways that reading and writing mediate the lives of the migrant farmworker community—their parents’ and community members’ lives. Observational and interview data analysis revealed literacy practices in the migrant camps that reflected their lives of bureaucratic regulation, family and community relationships, and spirituality in the migrant camps. Participant observation in the Migrant Head Start program revealed a school-based focus on only surface features of early literacy, delivered in an unfamiliar language and reflecting culturally specific beliefs and values about literacy practice that did not match those of most of the children. Analysis also revealed the ways that literacy practice among the migrant farmworkers moved and changed as the individual life experiences of the families changed, particularly in relation to increased geographic permanence over time.
Discourse and Identity among ESL Learners: A Case Study of a Community College ESL Classroom
Authors: Chang Yueh-ching , Sperling Melanie
Published: March 2024

While research in L2 language and literacy in academic contexts has shed light on learning language per se (e.g., students’ development of syntactic complexity), classroom situations, in which ESL students engage in English and make it meaningful to them, have received far less attention. With a sociocultural perspective, this qualitative case study examined the discursive practices of a face-to-face community college ESL classroom and of its online discussion forums. We found that the discourse in the face-to-face classroom tended to prioritize shaping students’ academic knowledge and identity, pushing aside knowledge and identities that were peer- or life-worldbased. In contrast, the online forums afforded discourses through which students displayed peer-based, life-world, and academic knowledge and identities, while negotiating responses to academic assignments. The study suggests that classroom-based online forums can provide a space for the legitimate display of students’ nonacademic discourses in the service of academic work.
Editors’ Introduction: Teacher Epistemology and Ontology: Emerging Perspectives on Writing Instruction and Classroom Discourse
Authors: Juzwik Mary M. , Cushman Ellen
Published: March 2024

Editors Juzwik and Cushman introduce the November issue, which examines how teachers know, understand, and approach writing, the teaching of writing, and, more broadly, classroom discourse.
National TYCA: Expanding the Teacher-Scholar in Us
Authors: Barnhouse Sandie McGill
Published: March 2024

In this latest in a series of commentaries from former chairs of the national Two-Year College English Association (TYCA), Sandie McGill Barnhouse, TYCA chair (2008–2010) shares her experiences and observations.
On Spooky Stories, the War, and “This I Believe”
Authors: Shafer Gregory
Published: March 2024

A complaint during a spooky story assignment leads the author to rediscover the importance of liberatory, student-driven writing.
Instructional Note: Colorful Revision: Color-Coded Comments Connected to Instruction
Authors: Mack Nancy
Published: March 2024

Color highlighting is used to connect revision mini-lessons to teacher comments that are easy for students to identify and quicker for teachers to generate electronically.
Research Gaps in Teaching English in the Two-Year College
Authors: Hassel Holly
Published: March 2024

This essay reports on a systematic assessment of 239 feature articles published in the journal Teaching English in the Two-Year College between 2001 and 2012. It notes gaps in the published research on two-year college English teaching and recommends areas offocus for future work in the field.
Feature: Assessing the Mother Force: A Tale of Retrospection and Its Challenges
Authors: Anthony Jared , Nelson Alexis , Simmons Barbara
Published: March 2024

A program assessment project at our college suggests the importance of listening to every teacher’s account of the assessment practice and the value of ongoing conversation.
Feature: “Just-in-Time” Curriculum for the Basic Writing Classroom
Authors: Sullivan Patrick
Published: March 2024

A pilot study finds that branching, just-in-time curriculum may be of considerable benefit to some basic writing students.
Feature: Student Perspectives on Self-Assessment: Insights and Implications
Authors: Ihara Rachel
Published: March 2024

This article explores students’ responses to a formal self-assessment assignment, situating their views within the context of the texts they produced, identifying connections to scholarship on self reflection, and proposing a rethinking of pedagogical practices around reflective writing.
Feature: Unmeasured Engagement: Two-Year College English Faculty and Disciplinary Professional Organizations
Authors: Toth Christie
Published: March 2024

Responding to the underrepresentation of two-year college English faculty in disciplinary professional organizations, this article examines faculty’s diverse and largely unmeasured ways of engaging with these associations to access and share disciplinary knowledge.
Cross Talk: Stand on the Threshold and Follow the High Road: Response to “Transfer Theory, Threshold Concepts, and First-Year Composition: Connecting Writing Courses to the Rest of the College” by Mark Blaauw-Hara
Authors: Fallon Dianne
Published: March 2024

Dianne Fallon responds to Blaauw-Hara’s article in this issue.
Inquiry: The Ethical Dimensions of Systematic Inquiry: Students as Human Subjects
Authors: Hassel Holly
Published: March 2024

Hassel discusses informed consent and other issues that arise when doing research with human subjects.
Feature: Third-Party Address: A Dialogic Option in Portfolio Reflection for Basic Writers
Authors: Parisi Hope
Published: March 2024

This article discusses the contradictions of portfolio reflective writing for basic writing students and suggests a more dialogic option of third-party address.
Readers Write: “Are We Gonna Read All That?”: Yes, We Are, and Let Me Tell You Why
Authors: Baiada Christa
Published: March 2024

Using full-length literary works in introductory literature courses provides advantages that cannot be provided through the use of anthologies and literary excerpts.
Feature: Creative Writing at the Two-Year College: Creating Opportunity and Community
Authors: Bigalk Kris
Published: March 2024

By growing creative writing courses and programs, community colleges can improve retention while also fostering supportive communities of student and faculty writers.
Readers Coaching Readers?: A Teacher’s Reflection on Discursive Positioning in an Elementary Classroom
Authors: Whitecotton Emily
Published: March 2024

Whitecotton looks closely at student and teacher discourse surrounding learning in literature-based Understanding Circles.
A Model Teacher-Researcher: An Interview with Ruth Shagoury
Authors: Koblitz Dick
Published: March 2024

Dick Koblitz interviews noted educator Ruth Shagoury on the subject of teacher research, past, present, and future
Jumping In: Close Reading Instruction
Authors: Ambrosini Michelle
Published: March 2024

Ambrosini revisits Rosenblatt’s theories in considering the ways readers interact with and respond to texts in this new format called close reading.
From the Editors
Authors: Brown Sally , MacPhee Deborah
Published: March 2024

An introduction to the current issue on Learning English as a New Language and the concept of “emergent bilinguals.”
New Puzzles, Next Moves: Assessing and Using Students’ Voices to Improve Your Curriculum
Authors: Shanklin Nancy , Gaynor Paige
Published: March 2024

Pursuing student voice in your design of curriculum helps students take more ownership of their learning. Gaynor and Shanklin developed an open-ended survey to gather information about students’ growing understandings of the purposes for reading and writing and to solicit feedback about the year’s activities. The survey is presented here, along with information gleaned from the responses and how Gaynor used the results to retool for the next semester.
Student to Student: Girl Power!: Books with Strong Female Leads
Authors: Ford Kim
Published: March 2024

Girls may be open to a wider variety of books than boys are, but they still want to see strong female characters—someone to relate to, bond with, emulate. Here are five titles in various genres that have one thing in common—female leads that will fill that bill.
Student to Student—Why We Write
Authors: Ranck-Buhr Wendy
Published: March 2024

Editor Ranck-Buhr asked children from kindergarten through middle school why they write. Every level saw the practical reasons for writing, but by middle school, some students also expressed a personal need to write. Here are thought-provoking responses from three middle schoolers about how writing helps thitalic think, feel, and cope.
Middle Schools and New Literacies: Looking Back and Moving Forward
Authors: Kist William
Published: March 2024

This article synthesizes 15 years of research in middle school classrooms that have started to integrate new literacies into their daily teaching and learning.Â  Trends of the data suggest there are certain salient characteristics of middle school teachers and students in these grade levels that make such innovations more successful with them than with other grade levels.Â  The author suggests that the organizational plan of many middle schools may be one of the keys to allowing the integration of new literacies.Â  A workshop template is offered that would allow innovation to continue even as most schools transition to the new Common Core English Language Arts standards.Â  This template includes time for conducting mini-lessons; responding to teacher-selected texts and student-selected texts (both page-based and screen-based texts); writing and creating teacher-directed texts and student-directed texts (both page-based and screen-based texts); and time for exhibiting and archiving student work.
New Literacies Books: Technology-Based Formats for Motivating Tech-Savvy Middle Graders
Authors: Moss Barbara
Published: March 2024

This column reviews online resources designed to help middle school teachers create communities of motivated readers. It describes websites, book trailers, and Glogsters that can provide students with unique formats for book response. It also reviews ways authors of traditional titles incorporate digital communication formats like blogs, websites, and emails into their storytelling. Examples of motivating multiplatform books, both fiction and nonfiction, are provided, as are selected graphic texts for mobile devices like the Ipad and Iphone. The column concludes with suggestions for classroom discussions focused on student responses to books in these unique formats and ideas for helping students incorporate digital formats into their own writing projects.
Young Adult Literature: Making the Common Core Text Exemplars Accessible to Middle Graders
Authors: Moss Barbara
Published: March 2024

This column provides an overview of the Common Core text exemplars and gives examples of ways teachers can group text exemplars and other trade books in ways that will support middle graders’ understanding of complex texts. Building background by supplementing text exemplars with other titles is particularly emphasized. Suggestions for grouping exemplars and other books on topics like the Great Depression, slavery, art, and architecture are provided.— Classic books by authors like Virginia Hamilton, Walt Whitman, and Frederick Douglass are featured, as are more contemporary titles by authors like Elizabeth Partridge, David Macaulay, and Russell Freedman.
Teaching the Common Core: Essential Understandings as We Implement the Standards
Authors: McLaughlin Maureen
Published: March 2024

As we continue to implement the Common Core State Standards, we need to ponder several vital issues. These include how the Standards relate to school curricula, what text complexity is and how we can integrate it into our teaching, what the nature of close reading is and how we can use it to engage students in deep comprehension, and what constitutes rich instructional tasks and how we can create them. As our students strive to meet the expectations of the Common Core, we need to thoughtfully examine the Standards, carefully integrate them into our teaching, and work together to help our students succeed.
Living and Learning: Formative Assessment in a Middle Level Classroom
Authors: Sass-Henke Amanda M.
Published: March 2024

In this article, a middle-level language arts teacher writes of her choice to incorporate formative assessments into her life and teaching philosophy. Her purpose in using formative assessment is to better inform student learning and teacher practice. Formative assessment is defined, and lessons from living the model are highlighted. Lessons include: 1) Get Support, 2) Don't Scrimp on the Planning, 3) Bend like a Tree in the Wind, 4) Do What's Best for the Student, and 5) Celebrate the Successes. The article concludes with the author reflecting on her evolution as a teacher and expressing optimism about formative assessments and their ability to better inform her practice.
Sketching as Response and Assessment: From Misunderstanding to Better Instruction
Authors: Schmidt Renita
Published: March 2024

Middle grade students enjoy responding to literature in a variety of ways: sketching, dramatizing, writing, and talking. Assessing and evaluating response modes that use multiple sign systems to extend thinking about issues presented in real-life texts, however, can be cumbersome and complex. This article addresses ways teachers might use artistic responses as a way to guide instruction and provide quality assessment feedback for students while also improving understanding and instruction. Misunderstandings are highlighted here as an important part of the meaning-making process and as an important assessment and evaluation tool for teachers as they prepare for effective instruction.
CODA: Into the Future: Aligning Classroom Assessments to Promote the Dynamic Mind-set of Teachers and Learners
Authors: Wilhelm Jeff
Published: March 2024

Wilhelm’s vast experience working with students and teachers has led him to this question: How can teachers create classroom assessments, both formative and summative, that will help students meet the next generation of standards (like the Common Core) and prepare for the next-generation assessments? Participants in the Boise State Writing Project have developed some answers that are working for them, like involving students, moving toward peer- and self-assessment, collaborating with colleagues, and promoting a dynamic mind-set.
First Do No Harm
Authors: Jago Carol
Published: March 2024

Many middle school instructors confuse their role as a writing teacher with that of a copy editor. Rather than correcting every word students produce, teachers should respond to student writing kindly and critically. We also need to help students read their own work with a revising eye.
Young Adult Literature: Teaching Argument: Resources for Teachers
Authors: Moss Barbara
Published: March 2024

This column provides middle grade teachers with print and digital resources for teaching students to read and write argumentative texts. It includes reviews of digital resources such as Room for Debate, a New York Times blog, instructional units from the Delaware Department of Education, and nonfiction young adult books.
The Power of Conversation: Linking Discussion of Social Justice to Literacy Standards
Authors: Miller Mary Ellen
Published: March 2024

As a way to privilege speaking and listening alongside writing and reading, the article describes an action research project that directly linked students' oral literacy skills to the writing process. Fifth- and sixth-grade students participated in reading, discussion, writing, and publishing sessions that focused on their ideas related to a text about Rosa Parks and issues of social justice. Students composed narrative essays using transcripts of conversations where they orally developed story dialogue and description. Leveraging students' perspectives across modes is a way for teachers to help students meet the demands of Common Core State Standards and ambitions for personal activism.
Blended Learning Resources for Middle Grade Teachers
Authors: Moss Barbara
Published: March 2024

In this article, the author defines blended learning and recommends a variety of resources for restructuring the classroom using this model. The resources include suggestions for online video libraries, software programs and apps for effectively incorporating assessment, and apps designed to facilitate student learning through note-taking, inquiry learning, and the creation of digital books. Resources designed specifically for creating blended learning experiences for students with disabilities and struggling readers are also provided.—
Teaching the Common Core: Exit Tweets and Wiki Blue Books
Authors: Kist William
Published: March 2024

As schools across the country are struggling to implement some kind of planned formative, interim, and summative assessments in response to the Common Core State Standards and a new generation of standardized tests, teachers are increasingly integrating various technology applications into their collection of assessments. This article describes existing examples of screen-based assessments that make use of mobile and multimodal formats to aid in all steps of the so-called “data-driven” cycle—collecting, analyzing, and acting upon what assessments tell us about our students. In addition, some creative applications of “new literacies” are suggested for each phase, suggesting that technology may allow classroom teachers substantial power that could be central, not peripheral, to the teaching and learning that goes on in their classrooms.
MEZUN PİLOTLARIN MESLEKİ BAĞLILIKLARININ EKİP KAYNAK YÖNETİMİ (EKY) BECERİLERİ ÜZERİNE ETKİSİNİN İNCELENMESİ
Authors: Aydın Erdem , Kesen Mustafa
Published: March 2024

Günümüze kadar vuku bulmuş uçak kazalarındaki soruşturmaların raporlarına bakıldığında, bu kazaların %80’e varan oranda insan faktörü diye adlandırılan insan hatalarından kaynaklandığı sonucuna varılmıştır. Havacılık alanında kullanılan ileri teknoloji otomasyon sistemlerine rağmen, kaza nedenlerindeki bu yüksek oran, araştırmaların insan faktörü üzerine yoğunlaşmasına ve sonucunda bu oranın azaltılmasına odaklanmıştır. Bu bağlamda havacılıkta temel hedefi insandan kaynaklanan hataların yönetilmesi ve böylelikle insan faktöründen kaynaklanan kazaların önlenmesini amaçlayan ekip kaynak yönetimi programları dizayn edilmiştir. Bu çalışma uçuş organizasyonlarından yeni mezun olmuş pilotların mesleklerine olan bağlılıklarının uçuş operasyonlarını verimli ve etkin bir biçimde icra etmelerine en büyük katkı sağlayan ekip kaynak yönetimi becerileri üzerine etkilerini ölçmek amacıyla yapılmıştır. Araştırmanın ana kütlesi Türkiye’de faaliyette bulunan bir havayolu şirketinin uçuş okulundan yeni mezun olan pilotlardan oluşmaktadır. 107 mezun pilottan anket tekniği ile veriler toplanmıştır. Çalışmada elde edilen analizler sonucunda mesleki bağlılığın alt bileşenlerinden olan duygusal bağlılığın ekip kaynak yönetimi becerileri üzerinde pozitif yönde anlamlı bir etkisinin olduğu ve böylelikle pilotlarda aranması gereken bir özellik olması gerektiği sonucuna ulaşılmıştır. Ayrıca yeni mezun pilotların mesleğe karşı duygusal bağlılıklarının yaşa göre farklılık gösterdiği ve mesleklerine olan devam bağlılıklarının medeni duruma göre değiştiği tespit edilmiştir. Mesleki bağlılık ve ekip kaynak yönetiminin eğitim durumuna ve cinsiyete göre ise değişmediği görülmüştür.
Atención sanitaria intercultural desde la perspectiva de estudiantes, docentes y autoridades de enfermería: estudio fenomenográfico
Authors: Pérez Acuña Claudia , Medina José Luis
Published: March 2024

Objetivo principal: comprender el significado que se otorga a la atención sanitaria basada en interculturalidad desde la perspectiva de estudiantes, docentes de enfermería y autoridades de la facultad de medicina. Metodología: estudio cualitativo fenomenográfico, mediante entrevistas semiestructuradas, participaron 17 agentes claves, entre estudiantes, docentes y autoridades de carrera y facultad, elegidas por muestreo opinático a estudiantes y docentes e invitación a autoridades. Resultados principales: Se descubrieron tres formas cualitativamente diferentes de concebir la Atención Sanitaria Basada en Intrculturalidad (ASBI): (a) Atributos que componen ASBI; (b) Concepción teórica ASBI; (c) Enfoque integrativo de la ASBI. Conclusión principal:  destaca la importancia de la intercultural en la formación de enfermeras. Enfatiza la aplicación práctica de este conocimiento en ASBI en la atención sanitaria, promoviendo el respeto, la empatía y la comunicación efectiva para una atención más humana y sensible a la diversidad cultural.
Experiencias del adulto mayor en tiempos de pandemia de Covid-19
Authors: Torres Hernández Erika Adriana , Martínez Piña Rocío Guadalupe , Diaz Oviedo Aracely , Bezerra Cavalcante Ricardo
Published: March 2024

Objetivo principal: Comprender la experiencia del adulto mayor ante la pandemia por Covid-19. Metodología: Estudio cualitativo fenomenológico interpretativo, realizado con adultos mayores sin deterioro cognitivo de la ciudad de San Luis Potosí. Muestra determinada a partir de la saturación de datos. Se utilizó entrevista fenomenológica y análisis desde el abordaje de Max Van Manen. Resultados principales: En el análisis se identificaron las categorías: distintas formas de expresión del miedo, tejiendo lazos de ayuda durante el confinamiento por Covid-19, el circulo social como fuente de confirmación de los medios de comunicación, la incomodidad ante el uso de las medidas de protección personal, sufrimiento por las consecuencias económicas del Covid-19, la espiritualidad en tiempo de pandemia y las pérdidas del Covid-19. Conclusión principal: se identifica un estado de precariedad al vivir con miedo que condiciona un estado de sufrimiento mental.
Nivel de comunicación familiar y autoeficacia en pacientes con Diabetes Mellitus tipo 2 en atención primaria de salud
Authors: Moraga Jaramillo Romina , Bello-Escamilla Natalia , Castillo Olate Rosa , Arriagada Llanos Aracely , Cuevas Martínez Paula , Valenzuela Vejar Camila
Published: March 2024

Objetivo principal: establecer la relación entre el nivel de comunicación familiar y autoeficacia en pacientes con Diabetes Mellitus Tipo 2 que asisten a un centro de salud primaria. Metodología: Estudio analítico de corte transversal, con una muestra de 238 pacientes con DM2 a los que se les aplicó la Escala de Comunicación Familiar de FACES IV y la Escala de Autoeficacia en Diabetes. Resultados principales: El 75,6% identificó un nivel de comunicación familiar “muy alto” relacionado significativamente con el “apoyo de parientes” (p=0,001). La autoeficacia percibida presentó un puntaje general de 8,2 con correlación altamente significativa entre nivel de comunicación y los ítems de autoeficacia (p < 0,05). Los mayores puntajes de autoeficacia se concentraron en niveles “muy alto” de comunicación familiar. Conclusión principal: Una alta comunicación familiar puede impactar positivamente en la autopercepción y el empoderamiento del paciente en el manejo de su DM2.
Fortalezas del carácter y estresores de la práctica clínica como predictores en un modelo lineal del estrés percibido en estudiantes militares de Enfermería
Authors: Héctor Azzara Sergio , Sol Grinhauz Aldana
Published: March 2024

Objetivo principal: Identificar diferentes estresores y fortalezas del carácter que permitan predecir el estrés percibido de estudiantes de Enfermería. Metodología: Se realizó un modelo de predicción basado en las 24 fortalezas medidas a partir del Inventario de Virtudes y Fortalezas y en los nueve estresores de las prácticas clínicas evaluados a partir del Inventario de Kezkak. La muestra estuvo conformada por 47 estudiantes de enfermería (59,5 % mujeres). La edad promedio fue de 22.76 años (DT=2,47 años). Resultados principales: Los estudiantes experimentaron más estrés debido a la inseguridad y a su autopercepción de falta de competencia profesional. El estresor sobrecarga de tareas y las fortalezas de gratitud, amor y perspectiva predijeron el 30 % de la variabilidad de estrés percibido. Conclusión principal: El hallazgo principal de este trabajo radica en la identificación de las fortalezas del carácter que actúan como moderadores significativos del estrés percibido por los estudiantes de la Carrera de Enfermería Militar.
Phytochemical Screening and Insecticidal Activity of Cyperus iria, Fimbristylis globulosa and Fimbristylis miliacea toward Sitophilus oryzae L.
Authors: Ain Syakirah Binti Mohd Nooh  , Wan Zuraida Wan Mohd Zain  , Nur’ Amira Binti Hamid  , Nina Asqalani Abdullah  , Nurul Hana Binti Ismail
Published: March 2024

The rice weevil, Sitophilus oryzae is one of the famous insect pests that cause the low quality of the rice seeds. Fimbristylis miliacea, Fimbristylis globulosa and Cyperus iria are sedge weeds that are common near swampy areas. These weeds are classified as potential due to their high nutritional value and chemical compound content. Natural compounds from plant extracts prove the potential to develop as a new natural bio-insecticide in terms of agriculture usage. Cyperus iria, Fimbristylis globulosa and Fimbristylis miliacea extracts were screened for their secondary metabolite constituents. All extracts at a concentration of 1% were also evaluated for their feeding and fumigant toxicity against Sitophilus oryzae. Phytochemical analysis showed the presence of terpenoids, saponin, and phenolics in Fimbristylis miliacea extract. Fimbristylis globulosa extract contains flavonoids, terpenoids and phenolic. Phenolic and flavonoid compounds are also included in Cyperus iria extract. However, Fimbristylis miliacea extract showed the strongest feeding toxicity against Sitophilus oryzae at a mortality of 100% at the highest concentration starting after 6 hours, while the other extracts had moderate feeding toxicity with a mortality rate (50-80%) at a low of concentration. Fimbristylis miliacea extract also showed a higher repellency in the fumigant toxicity at (100%) maximum in 5 hours.
Standing Between Private Parties
Authors: Schmidt Thomas P.
Published: March 2024

Standing is generally framed as a doctrine about plaintiffs. The basic question, the Supreme Court has said, is “whether the plaintiff is the proper party” to invoke the federal judicial power. Asking that question tends to obscure a natural corollary: Against whom? This Article attends to the other side of the “v.” It argues that suits against private parties should be treated differently from suits against government officials for standing purposes because these two types of suits raise different structural concerns. Notwithstanding its focus on plaintiffs, the Supreme Court has said repeatedly that standing is “built” on the “single basic idea” of “the separation of powers.” When a government official is sued, a particular structural problem arises: If a court entertains the suit, it will be put in the position of supervising another branch of the government. And without some sort of injury requirement, the political branches might be subjected to continuous judicial oversight. As a historical matter, Article III standing doctrine developed primarily in this context. But the structural concern prompted by that context is absent when one private party sues another private party. There is no prospect that such a suit will yield a remedy against a government official. The suit may, of course, raise other constitutional problems, but those other problems should not be shoehorned into standing—an avowedly transsubstantive jurisdictional doctrine that derives from Article III. This theoretical claim is bolstered by a striking fact: until 2020, the Supreme Court had never dismissed a case for lack of Article III standing when the defendant was a private party on the ground that the injury alleged was insufficient. And, as it followed this pattern, the Court was notably more generous in recognizing standing in cases against private parties than in cases against governmental parties. But the Court recently broke this pattern. In two closely divided opinions, the Court held—for the first time—that private parties could not sue other private parties because the injuries alleged were inadequate. Congress’s attempt to authorize those suits thus violated Article III. This paper critiques those decisions, situates them in the broader arc of the development of standing law, and surveys the prospects for doctrinal reconstruction. To do so, it proposes a novel framework to return the law of standing to its historical and conceptual moorings. Under that framework, standing doctrine should not limit Congress’s (or the states’) power to authorize lawsuits between private parties in federal court.