bluuebunny/crossref_metadata_2025 huggingface dataset:
“Talkin’ bout Good & Bad” Pedagogies: Code-Switching vs. Comparative Rhetorical Approaches
Authors: Williams-Farrier Bonnie J.
Published: January 2024

Code-switching pedagogies do not consider that some features of African American Verbal Tradition (AVT) are rhetorically effective mainstream communication structures in academic writing. My research asserts that when teaching language/dialect difference in majority white school settings, contrastive analysis techniques such as these may have highly negative effects on AAL (African American Language) speakers. Thus, as an alternative to code-switching pedagogical practices, I introduce a comparative approach that may be applied across all minority language groups and that highlights African and African American contributions to standardized American written communication structures and demonstrates the value of AVT in academic settings. This comparative rhetorical approach may have a positive impact on student language attitudes toward AAL by illustrating that many academic writers from varied racial/ethnic backgrounds often use AVT in their writing for rhetorical purposes and to produce lively, image-filled, concrete, readable essays.
“Classbook Sense”: Genre and Girls’ School Yearbooks in the Early-Twentieth-Century American High School
Authors: Lueck Amy J.
Published: January 2024

In the early twentieth century, students produced and used a variety of texts to commemorate their school experiences and foster a sense of community among themselves. Through the compositional practices and values associated with these texts“particularly those of school literary annuals and memory books”the genre of the modern school yearbook emerged. This article draws on primary sources to trace the emergence of the yearbook as a form and practice at one Louisville high school for girls, where yearbooks both reflected and shaped the experience of high school for students who manifest complex genre knowledge and identity work in their compilations and inscriptions.
The Spaces In-Between: Independent Writing Programs as Sites of Collective Leadership
Authors: Gilfus Jonna I.
Published: January 2024

In this article, I explore the ways that non-tenure-track faculty might develop a place in collective leadership alongside tenure-track faculty. Drawing on theoretical framing from Theodore Kemper’s research on structures of emotion in social movements, I offer a way to better understand how authentic respect for teaching and service as scholarly work helps develop opportunities for non-tenure-track teachers to develop their expertise as leaders. I illustrate some of these possibilities and suggest that these leadership opportunities may ultimately help increase visibility and respect for non-tenure-track faculty.
“Raising Hell”: Literacy Instruction in Jim Crow America
Authors: Mendelsohn Sue
Published: January 2024

Disciplinary histories of composition studies argue that the mission of communication programs shifted during World War II: from striving to democratize higher education to promoting uncritical patriotism. Historically black colleges and universities (HBCUs) rarely figure into these histories, in part because they seldom appeared in the era’s scholarly publications. Recently digitized African American newspaper archives invite a counter narrative of wartime democratizing pedagogy. Press coverage highlights the Hampton Institute Communications Center, the most widely publicized and politicized site of literacy instruction during the war. The controversy it engendered shows Hampton and other HBCU curricula forwarding wartime literacies that constituted patriotic resistance to Jim Crow segregation.
Imagining a Language of Solidarity for Black and Latinx Youth in English Language Arts Classrooms
Authors: Martinez Danny C.
Published: January 2024

In this article, I argue that English educators must interrogate acts of physical and linguistic violence against Black and Latinx youth and take them into consideration when shaping curricula. English teachers can provide a space for youth to make sense of their racialized experiences. I highlight the marginal treatment of Black and Latinx languages in English classrooms and show the relationship between the racialized physical violence against Black and Latinx communities and the linguistic violence many Black and Latinx youth face in English classrooms. I then present examples of emerging solidarity movements between Black and Latinx activists and communities and illustrate how this renewed sense of solidarity can be leveraged to incite transformative learning experiences. I conclude with recommendations for how a language of solidarity framework can take place in all English classrooms.
Reconciling Rosenblatt and the New Critics: The Quest for an “Experienced Understanding” of Literature
Authors: Rejan Andrew
Published: January 2024

Louise Rosenblatt’s transactional theory of reader response has been widely accepted as a means of resisting the hegemony of New Criticism. This article argues that Rosenblatt and the New Critics were pioneers of parallel, rather than opposing, pedagogical traditions, shaped by the shared influence of I. A. Richards and John Dewey. The article situates a close reading of Rosenblatt and the New Critics in the context of the historical conditions that influenced the reception of the two supposedly disparate methods of teaching literature. At a time when misinformed caricatures of both Reader Response and New Criticism figure prominently in professional and political discourse about the teaching of literature, a careful reimagining of Rosenblatt’s relationship with the New Critics may allow for more nuanced conversation about the place of close reading in the teaching and learning of literature.
Arts-Based Literacy Learning Like “New School”: (Re)Framing the Arts in and of Students’ Lives as Story
Authors: Whitelaw Jessica
Published: January 2024

While arts-based has received increased attention in recent years as a research methodology rooted in an aesthetic framework, less attention has been paid to conceptualizing what arts-based means in the context of particular disciplines of K–12 teaching and learning. This qualitative study recognizes a need to examine sustained and ongoing approaches to the teaching of English through art in an effort to better understand and articulate what art can do for literacy learning. I explore art as story as one way of conceptualizing a central role for art in English class where art serves as a tool for engagement and as the material for ongoing inquiry.
NCTE Vice Presidential Address: The Work of ELATE
Authors: Perry Tonya B.
Published: January 2024

This is a lightly edited version of the address given by Tonya B. Perry at the ELATE Summer Conference on July 7, 2023, at Georgia State University, Atlanta.
Research: Solidarity-as-Project: Charting Democratic Co-inquiries in an Asian American Girl and Woman–Centric English Education Community
Authors: Thakurta Ankhi G.
Published: January 2024

Informed by AsianCrit, sociocultural literacy studies, and solidarity scholarship, this article examines how an Indian American woman scholar-practitioner and eight Indonesian American girls collectively engaged with civic learning in an out-of-school critical English education space. The researcher offers the construct ofsolidarity-as-projectby tracing examples of how the facilitator and participants crossed boundaries of identity and experience to interdependently learn about and centralize Asian American civic legacies. The researcher also considers the complications of power and diversity in those co-learning processes. The article concludes with recommendations for how English teacher education can orient teacher candidates toward enacting solidarity-as-project alongside Asian American girls and young women.
Speaking My Mind: Turn the Page
Authors: Christenbury Leila
Published: January 2024

“Speaking My Mind” invites readers to speak out about
“Standing at the Crossroads”: Content Creation in the 21st-Century English Classroom
Authors: Cercone James
Published: January 2024

This article details how English classrooms might be reconceptualized as content creation sites where digital video composing enhances workshop approaches to English instruction.
New Literacies and Digital Video Poems in a Seventh-Grade Classroom
Authors: Reed Leah M.
Published: January 2024

Through a case study of a seventh-grade ELA teacher, this article examines New Literacies pedagogy and more specifically a digital video project amid high-stakes testing pressures that often place limitations on teaching and learning.
Carpe Librum: Seize the (YA) Book
Authors: Sullivan Elizabeth Knowlton , Ellis Nick , Cremonini Alise , Thomas Kara
Published: January 2024

This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.
Reframing Readiness
Authors: Ark Chris Vander , Roen Duane
Published: January 2024

The Framework for Success in Postsecondary Writing (Council of Writing Program Administrators, National Council
Students Contesting “Colormuteness” through Critical Inquiries into Comics
Authors: Low David E.
Published: January 2024

In an era of “colorblind racism,” in which race and racism are often suppressed as topics of discussion in classrooms, this article explores how students used comics to invent workarounds for “colormuteness” in their school. Knowing comics are not generally taken seriously, students employed the medium to subversive ends.
Sourcing the Imagination: Ta-Nehisi Coates’s Work as a Praxis of Decolonization
Authors: Gibson Stacey A.
Published: January 2024

At a time when some high school English classrooms erase and distort experiences and identities, it is vital for educators to explore pedagogies that provide radically reimagined forms of liberatory thought. This article explores ways the work of Coates can serve as “blueprint liberation” in the English classroom.
Disabling Assumptions: The Fault in Our Oversights: Employing a Disabilities Studies Lens with The Fault in Our Stars
Authors: Moore Amber
Published: January 2024

This column explores how paying attention to disability—both to the rich contributions made by people with disabilities and to the sometimes negative attitudes in society that can interfere with those contributions—can foster classroom interactions that are more democratic, more inclusive, and more equitable
Carpe Librum: Seize the (YA) Book: Pairing Contemporary Nonfiction with Canonical Texts
Authors: Fisch Audrey A. , Chenelle Susan
Published: January 2024

This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.
Debating ELA’s Economic Mission
Authors: Collin Ross
Published: January 2024

This article outlines four different views of ELA’s economic mission. It also presents a classroom activity in which students (a) evaluate the four views and (b) advocate for their own ideas about ELA and economics.
Women in or outside of the Canon: Helping High School Students Investigate the Role of Women in “Literature”
Authors: Coryat Susan , Clemens Colleen
Published: January 2024

This article presents the authors’ work when they co-taught seniors about the implications of a male-centered, Eurocentric canon and asked their students to explore who is in the canon and what we can do to make the canon more inclusive.
Teaching Literacy as and through Erasure
Authors: Pindyck Maya
Published: January 2024

This article considers the principles, possibilities, and sociopolitical implications of poetic erasure as a literacy practice. The author uses new materialist theories to undo the myth of the “blank” page in relation to school reading and writing practices.
Carpe Librum: Seize the (YA) Book
Authors: Ziegler Michael , Solebello Marlana
Published: January 2024

This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.
Continuous Becoming: Moving toward Mastery
Authors: Price-Dennis Detra , Matthews Gretchen
Published: January 2024

“Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own roadmaps toward mastery.
Lingua Anglia: Bridging Language and Learners
Authors: Lewis Tarie , Fusco J. Carey
Published: January 2024

“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.
Art as Text: Seeing beyond the Obvious
Authors: Dozier Lynne
Published: January 2024

The author shows how using art helped a blind student in an AP class and students in Creative and Practical Writing classes improve writing proficiency and critical thinking.
Saying What We Don’t Mean
Authors: Gilmore Barry
Published: January 2024

This article examines the role of implicit bias in adolescents’ reading lives, first through an examination of how implicit bias affects the literature young readers encounter and then through practical strategies aimed at helping adolescents and teachers confront their own biases.
A Postcolonial Primer with Multicultural YA Literature
Authors: Malo-Juvera Victor
Published: January 2024

This article shares an analysis of The Absolutely True Diary of a Part-Time Indian, American Born Chinese, and Mexican WhiteBoy used to introduce students to postcolonialism.
High School Matters: Celebrating the Heart of Life
Authors: Bruno Dan
Published: January 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
The Absolutely True Diary of My Accidental (and Successful) Unit Studying Death
Authors: Ungemah Lori D.
Published: January 2024

The author argues that research in English education needs further exploration on the purposeful implementation of grief, death, and dying within English curriculum.
Right and Wrong
Authors: Blackstone Matt
Published: January 2024

Teachers and students seem to fear being “wrong” in any context, even in situations in which information is not expected to be “right.” The author points out that learning happens exactly because we don’t have the right answer.
Research & Policy: Let’s Start with Heartbreak: The Perilous Potential of Trauma in Literacy
Authors: Dutro Elizabeth
Published: January 2024

This column explores the complexities of considering trauma in literacy classrooms and the need to foster pedagogies that approach children’s trauma critically and compassionately.
“Lived Life through a Colored Lens”: Culturally Sustaining Poetry in an Urban Literacy Classroom
Authors: Machado Emily , Vaughan Andrea , Coppola Rick , Woodard Rebecca
Published: January 2024

Culturally sustaining pedagogy is a theoretical approach to teaching and learning that aims to support and foster students' cultural, linguistic, and literate practices. We examine culturally sustaining pedagogy as it is applied to a unit on reading, writing, and performing poetry in an urban literacy classroom. Using qualitative methods, we look closely at how three seventh-grade students explored their hybrid and fluid affiliations with a variety of cultural groups, ranging from religious cultures to local and interest-driven youth cultures. Through engaging in linguistic play, invoking an insider perspective, and leveraging the practices of youth literate culture, the focal students came to see themselves and their peers in new ways. We conclude by offering suggestions for teachers who wish to take up culturally sustaining literacy pedagogies in their own classroom contexts.
LANGUAGE ARTS LESSONS: Poetry Power: Understanding Language, Content, and Culture through Poetry
Authors: Vardell Sylvia
Published: January 2024

This column explores the power of reading poetry aloud, the promise of connecting poetry and the content areas, and the value of selecting culturally diverse poetry.
INVITED DIALOGUE: Poetic Possibilities: A Conversation with WordSong Editor Rebecca Davis on the Beauty and Passion of Poetry
Authors: D. Turner Jennifer
Published: January 2024

This interview features a discussion with Rebecca Davis, senior editor at WordSong (an imprint of Boyds Mills Press), that celebrates the beauty, power, and possibility of poetry.
Language Arts Lessons: Asking Questions, Seeding Advocacy: Empowering Our Students and Ourselves to Act as if We Live in a Democracy
Authors: Peterson Robert
Published: January 2024

Peterson describes the power of problem-posing pedagogy that encourages teachers and students to think critically and become advocates for better schooling and social justice.
Perspectives On Practice: Stepping Stones to Advocacy
Authors: Ousley-Exum Denise , R. Brinkley Brian
Published: January 2024

This article shares the perspectives of a preservice teacher and two teacher educators as they learn, through relationship and reflection, how to amplify and advocate for student voice.
Children’s Literature Reviews: 2017 Charlotte Huck Award for Outstanding Fiction for Children
Authors: Kiefer Barbara , Price-Dennis Detra , Cueto Desiree , Herbeck Joyce , Ross Stacey , Sibberson Franki , Dawes Erika
Published: January 2024

This children’s literature review column showcases the winners of the 2017 NCTE Charlotte Huck Award for Outstanding Fiction for Children.
Children’s Literature Reviews: 2017 NCTE Orbis Pictus Award for Outstanding Nonfiction
Authors: Giorgis Cyndi , Cappiello Mary Ann , Dávila Denise , Fain Jeanne Gilliam , Graff Jennifer M. , Richardson Marianne , Riley Scott
Published: January 2024

This children’s literature review column showcases the winners of the 2017 NCTE Orbis Pictus Award for Outstanding Nonfiction for Children.
“Because I’m Smooth”: Material Intra-actions and Text Productions among Young Latino Picture Book Makers
Authors: Zapata Angie , Horn Selena Van
Published: January 2024

As theorization of multimodal text processes and productions continues to outpace classroom practices, research that contributes understandings of how composers are living out multimodal processes is needed. In response, we turn to thinking with theory (Jackson & Mazzei, 2012) as both a methodological and an analytic approach to understand how multimodal composing processes and products come to be. We provide strategic sketches (Leander & Boldt, 2013) focused on third graders “Efrain” and “Trinidad”, not aiming to display the data in a traditional sense, but instead to ask of ourselves, the data, and theory: What material intra-actions emerge among two young picture book makers? What social, cultural, and material worlds are performed in their final picture book productions? Thinking with theory and data was an effort to experience some of the moment-to-moment nuances of young children’s multimodal processes, to appreciate the lived social, cultural, and material realities animated in their picture books, and to develop sensitivities to the possibilities of the material turn in post-humanist studies for literacy research. The analytic questions produced point to the saliency of diverse literature as aesthetic inspirations for multimodal texts, and of improvisations with varied art tools and media as openings for multimodal processes. This paper advances previous related scholarship through strategic sketches that invite readers to experience the complexity and the cultural significance of the multimodal processes and products that emerge when classroom expectations of a proficient writer include the ability to improvise and become with diverse materials and meanings, not just to command “standardized written English.”
Forum: Deeper than Rap: Expanding Conceptions of Hip-hop Culture and Pedagogy in the English Language Arts Classroom
Authors: Bernard Hall H.
Published: January 2024

Since the early 1990s, language and literacy scholars have explored the pedagogical potential of hip-hop culture in the English language arts classroom. Despite more than 25 years’ worth of peer-reviewed research documenting its effectiveness, hip-hop pedagogies continue to be relegated to the margins of English education policy and practice. In this essay, I argue that the future of “hip-hop based education” (HHBE) research in English education demands moving beyond making a case for hip-hop’s pedagogical merits and toward helping teachers and teacher educators put theories of HHBE into practice, given their various identities and institutional contexts. Thus, I begin by addressing practical and philosophical dilemmas regarding the role, purpose, and function of hip-hop-based curricular interventions in this current era of the Common Core State Standards. As the title of this Forum piece suggests, hip-hop culture and pedagogy are more than just rap music and textual analysis. Therefore, I seek to shift the conversation from pedagogies with hip-hop texts to a more complex unit of analysis known as “pedagogies with hip-hop aesthetics.” With a broader and deeper understanding of hip-hop cultural knowledge, as well as the tensions and contradictions contributing to the shortcomings of HHBE research, I conclude with a call for additional studies that “show and prove” the possibilities (and pitfalls) of hip-hop pedagogies in English language arts and English education classrooms.
Forum: Taking the Long View on Writing Development
Authors: Applebee Arthur N. , Bazerman Charles , Berninger Virginia W. , Brandt Deborah , Graham Steve , Matsuda Paul Kei , Murphy Sandra , Rowe Deborah Wells , Schleppegrell Mary
Published: January 2024

Studies on writing development have grown in diversity and depth in recent decades, but remain fragmented along lines of theory, method, and age ranges or populations studied. Meaningful, competent writing performances that meet the demands of the moment rely on many kinds of well-practiced and deeply understood capacities working together; however, these capacities’ realization and developmental trajectories can vary from one individual to another. Without an integrated framework to understand lifespan development of writing abilities in its variation, high-stakes decisions about curriculum, instruction, and assessment are often made in unsystematic ways that may fail to support the development they are intended to facilitate; further, research may not consider the range of issues at stake in studying writing in any particular moment.To address this need and synthesize what is known about the various dimensions of writing development at different ages, the coauthors of this essay have engaged in sustained discussion, drawing on a range of theoretical and methodological perspectives. Drawing on research from different disciplinary perspectives, they propose eight principles upon which an account of writing development consistent with research findings could be founded. These principles are proposed as a basis for further lines of inquiry into how writing develops across the lifespan.
Self-Directed Language Development: A Study of First-Year College Writers
Authors: Ferris Dana , Eckstein Grant , DeHond Garrett
Published: January 2024

Students in first-year composition (FYC) courses are expected to control the mechanics, vocabulary, style, and grammatical accuracy of their writing. Yet language development support, particularly that of grammar instruction in US FYC courses, has largely disappeared in recent decades, due in part to suppositions that students implicitly know grammar. This assumption is problematic given the increasing number of multilingual writers enrolling in US schools with observed needs for explicit language instruction. The present study explores whether first- and second-language writers of English perceived a need for language instruction and whether they wanted or expected it. Students from 12 sections of FYC were asked in surveys and interviews about their prior language learning experiences and current self-perceived language needs and then were asked to complete one of two self-directed language development projects (LDPs): an online, self-selected grammar and usage study project or journal entries focusing on vocabulary/style in texts they had read. Student work was collected, analyzed, and supplemented with students’ end-of-term observations and preferences about self-directed LDPs. Our findings reveal that students overwhelmingly wanted and expected language instruction and were largely positive about both types of LDPs, but they felt that language instruction should be offered in multiple delivery methods beyond just self-study. With these findings in mind, we offer pedagogical suggestions for addressing the perceived and real needs for language development of linguistically diverse FYC students.
Writing the Self: Black Queer Youth Challenge Heteronormative Ways of Being in an After-School Writing Club
Authors: P. Johnson Latrise
Published: January 2024

Although contexts for writing have shifted in recent decades, traditional views tend to focus on and perpetuate standards-driven practices for “effective” writing. Literacy scholars have demonstrated the rich possibilities of the English language arts, and of queer-inclusive practices, but few have discussed how the writing of queer youth might disrupt heteronormativity and affirm gender and sexual diversity. Merging an expanded view of authentic writing and Yagelski’s (2011) writing as a way of being, this study explores the writing of Ava, Sanavia, and Anika, three Black queer youth who participated in an after-school writing club. This study examines how normalized literacy participation and ways of being are interrupted when queer youth write the self. In other words, participants constructed identities through the experience of writing and not the extent to which the content or form of their writing conformed to convention or what was “acceptable” in school spaces. Findings suggest that the act of writing enabled the participants to navigate and disrupt heteronormativity and traditional writing practices while being who/how they were. These findings contribute to research that seeks to interrupt literacy normativity and calls for restorative literacies aimed at enabling Black queer youth to (re)claim who they are through their writing.
Feature: A Partnership Teaching Externship Program: A Model That Makes Do
Authors: Jensen Darin , Ely Susan
Published: January 2024

This essay and the teaching externship it describes grew out of our attempt to respond to gaps in two-year college English instructor preparation, particularly in basic writing, at Metropolitan Community College in Omaha, Nebraska.
Editor’s introduction: Engaged Learning
Authors: Hassel Holly
Published: January 2024

All the pieces in this issue ask readers to consider, reflect on, and try new ways of engaged teaching and learning, but in particular a cluster of pieces speak to current national conversations about service-learning and civic engagement.
Bridging Gaps and Creating Rich Service-Learning Experiences for Marginalized Students
Authors: Krzus-Shaw Kassia
Published: January 2024

This essay explores the service-learning experiences of largely marginalized two-year college students, arguing that their outcomes are different from that of current studies focusing on four-year students; it then calls for additional research on this subset of students based on transfer potential.
Symposium: Service-Learning in the Two-Year College
Authors: Krzus-Shaw Kassia , Maloy Jennifer , Pine Nancy
Published: January 2024

This dialogue considers the future of service-learning in two-year colleges given the issues raised by Kassia Krzus-Shaw, Jennifer Maloy, and Nancy Pine, based on their experiences in two-year college classrooms and contributions to TETYC.
Leading the Call: What Would it Mean for English Language Arts to Become More Culturally Responsive and Sustaining?
Authors: Bomer Randy
Published: January 2024

The teaching of English Language Arts can be, at its worst, an enforcement of Whiteness, a staunch insistence that all students comply and bend their affiliations to a culture not their own. But such a colonizing agenda does not work, and it is not ethical. The author breaks down the varied responses to culture and demonstrates ways to provide culturally sustaining instruction that allows students to use the literacy strengths they already possess to support classroom learning and help position them as community members.
Ya Voices: Say That to My Face: On Teaching and Learning Diverse Literature for Empowerment and Transformation (Or, On Feeling Itchy)
Authors: Rhuday-Perkovich Olugbemisola
Published: January 2024

The author of Two Naomis and 8th Grade Superzero discusses the events in her life that drove her to become an author and how reading—and writing—gave her the community she needed, even when her physical community did not.
New Voices: Culturally Relevant from the Start
Authors: Lehman Christopher
Published: January 2024

The New Voices column explores the struggles, successes, and dreams of early-career middle level educators, from preservice through sixth year. In this issue, early-career teachers discuss student-centered instruction.
Courageous Literacy: Linguistically Responsive Teaching with English Language Learners
Authors: de Oliveira Luciana C. , Shoffner Melanie
Published: January 2024

While literacy is a right for all students, it is a crucial component for English language learners in defining there place in the world around them. This article explores what linguistically responsive teaching includes and how teachers can develop the skills necessary to help English language learners better prepare for the critical literacy demands of the twenty-first century.
“Everybody Have Their Own Ways of Talking”: Designing Writing Instruction That Honors Linguistic Diversity
Authors: Behizadeh Nadia
Published: January 2024

Enacting culturally sustaining pedagogy includes supporting students’ development and use of their primary languages and dialects. A commitment to honoring linguistic diversity requires explicit attention in both instruction and assessment practices. Based on the experience of teaching a four-week summer writing class to mostly African American middle school students, the author describes instruction that was specifically designed to align with the concepts of code-meshing and constructivism, as well as an assessment that encourages the use of multiple dialects and languages. Descriptions of lesson plans are included.
Portfolio Cultures: Literate Cultures (Vol. 2, No. 1, Feb. 1995)
Authors: Wolf Dennie Palmer , Greer Eunice Ann , Lieberman Joanna
Published: January 2024

This early editorial describes efforts to apply literacy across all subject areas rather than relegating it to reading class or just language arts. Portfolio cultures encourage teachers to teach literacy skills in all disciplines. “Literacy learning has to overflow into mathematics, Spanish, earth science, and community service. No stopping until it is wall-to-wall.”
YA Voices: The Man Who Taught Me to Fail
Authors: Snyder Laurel
Published: January 2024

The author tells the story of her encounter with a teacher who showed her the nitty gritty of the writing life and brought out her own talents.
Writing Changed How We Teach Writing: A Co-Interview Between Two Debut Teacher-Authors
Authors: Brown Jennie K. , Griffith Jason J.
Published: January 2024

A former middle school teacher turned graduate student who published his first book of teaching methods and a high school English teacher who just published the first installment of a middle grades fiction trilogy discuss what they learned about their students and the teaching of writing through the process of writing and publishing their books.
Student Voices: Teachers Who Write (As Teachers of Writers)
Authors: Rief Linda
Published: January 2024

Linda Rief crafts this column, writing alongside her middle school students, to show the beauty and possibilities that lie within the words our students use to make sense of their world. This issue, Rief’s students tell us what they gain when their teacher shares her writing life in the classroom.
New Voices: Where Early-Career Educators Learn to Teach Writing
Authors: Lehman Christopher
Published: January 2024

The New Voices column explores the struggles, successes, and dreams of early-career middle level educators, from preservice through sixth year. In this issue, we meet three early career educators who are finding strength and possibility in the teaching of writing through mentorship, reflection, and writing alongside their students.
Some Things a Poet Does: Sharing the Process
Authors: Durham Shelly K.
Published: January 2024

An 8th-grade teacher demonstrates an Atwell essential lesson, “Some Things a Poet Does When Trying to Write a Good Poem.” After a brief introduction/history, the author explains her opportunity for reading/writing workshop, describes the context for the poem she struggled to write, walks readers through the lesson (e.g. close reading, interview process), shares results—student comments, and concludes with what she learned. In sharing her struggle to write about something real, then writing with her students to create a class document, writing became an authentic endeavor, where students were more willing to revise and write multiple drafts.
Notes from the Nerdy Bookclub: The Risk and Reward of Sharing Our Writing
Authors: Miller Donalyn , Sharp Colby , Minnich Cindy , Sokolowski Katherine
Published: January 2024

This issue, the Nerdy team discusses sharing their work, both online and face-to-face.
Notes from the Middle Level Section: Drawing the Middle School Student’s Voice from the Chasms: Using Teacher Insight Inspired by the Classroom to Share with Others in Print
Authors: Lin Frances
Published: January 2024

What makes middle school students special can be harnessed to elicit unique writing voices from the classroom. Ways in which the teacher may accomplish writing success in the classroom are explored in this article as well as avenues that teachers may take to become authors in the classroom or in the world of publication. Lin shares her experiences with the reader to underscore the importance of getting involved as a teacher of writing. Further ways of contributing to the educational realm is also explained as the reader learns about author opportunities and the work of an NCTE committee.
An analysis of the impact of demand aggregation on the solution quality for facility location problems
Authors: Imai Renata Akemi Marçal , Barbieri da Cunha Claudio , Sauter Guazzelli Cauê
Published: January 2024

Inspired by real-world applications, this paper studies the impact on the quality of solutions for facility location problems in which demand points are aggregated to reduce the size of the underlying mathematical formulation. Two aggregation methods are analyzed and compared: demand points aggregated based on municipal boundaries or other similar administrative boundaries as usually done in practice and using the K-means clustering algorithm. Regarding a business-to-business (B2B) distribution context, two datasets comprising the location of thousands of drugstores in Brazil were generated, and 18 different instances of the fixed cost facility location problem were derived. The results show that solutions with aggregated demand points by municipality yield a maximum 0.43% difference in the objective function value in comparison with the respective disaggregated mode, while the difference using K-means algorithm did not exceed 0.03%. We also performed an in-depth analysis of the regions where the demand points were allocated to distinct selected facilities in the aggregated and disaggregated models. It was possible to observe that in the model with aggregated demand points by municipality, differences in transportation costs are greater than using the K-means clustering algorithm as the aggregation procedure. This suggests that aggregating demand points with the K-means clustering algorithm yields both better objective function values, and selected facilities closer to demand points in the cases where the resulting assignment of demand points to the selected facilities is not the same as the results of the unaggregated model.
Diálogos entre Cultura, Educação de Surdos e Ensino de Ciências da Natureza
Authors: Pereira Kevin , Reis Ivoní Freitas
Published: January 2024

Os espaços de educação são formados por discentes oriundos de contextos sociais e culturais específicos, caracterizando esse locus de formação como plural. Os surdos, por exemplo, possuem uma cultura marcada por uma língua gestual-visual (língua de sinais) e, por isso, interagem de forma distinta com o mundo, possuem hábitos diferenciados e um histórico marcado por lutas pela conquista de seus direitos. Diante disso, este artigo objetiva elucidar acerca de como a compreensão da cultura impacta as ações pedagógicas e o ensino de ciências da natureza para surdos. Isso, através de um diálogo entre definições de cultura, educação de surdos e ensino de ciências da natureza, a partir de uma revisão bibliográfica, trazendo autores que fundamentam ideias importantes sobre esses temas (e.g. Paulo Freire, Newton Duarte). Ao cruzarmos diferentes perspectivas, somos conduzidos a conclusão de que as diferenças que estruturam os indivíduos demandam dos professores um olhar atento para as especificidades dos educandos, pois a compreensão do ser humano está vinculada ao entendimento de sua cultura. A partir disso, fomenta-se uma educação intercultural, à qual permite que os conhecimentos prévios dos estudantes se tornem material para a construção de novas ideias e percepções que as relacionam ao mundo, além de aproximá-los do que se estuda e do espaço escolar a partir de marcas de sua cultura expostas e valorizadas nesse ambiente.
Um estudo sobre imagens nos livros didáticos dos anos iniciais: a representação das diferenças
Authors: Rigo Neusete Machado , Luft Hedi Maria , Silva Deise Taliane Ávila da
Published: January 2024

Este artigo apresenta resultados da pesquisa intitulada A formação inicial de professores em nível médio, os livros didáticos e a questão das diferenças e tem como objetivo analisar as abordagens de livros didáticos dos anos iniciais sobre a questão das diferenças. O Plano Nacional do Livro Didático segue as políticas curriculares e atinge as escolas direcionando, de certa forma, a ação pedagógica em sala de aula. O presente estudo analisa as imagens presentes nos livros, para problematizar a discussão que os livros didáticos introduzem acerca da questão das diferenças. Pela análise documental, o estudo mapeou e analisou as imagens presentes em livros didáticos do 1º ao 5º ano do Ensino Fundamental. Foram utilizados como ferramentas analíticas os conceitos discurso e representação sobre três aspectos, quais sejam: a inclusão das diferenças no currículo: uma problematização inicial; a interdição do discurso da inclusão das diferenças; e as diferenças vinculadas à representação. O referencial teórico advém dos estudos de Michel Foucault, Gilles Deleuze, Tomaz T. da Silva, Alice C. Lopes, Elizabeth Macedo e Carlos Skliar. Os resultados mostram que os livros didáticos introduzem um discurso sobre as diferenças focalizado na diversidade cultural e na deficiência, ao mesmo tempo em que omitem as diferenças de gênero, sexualidade e credo religioso. Os livros abordam as diferenças como diversidade, e, por isso, as mantêm presas à identidade e à representação.
Geohistorical changes and space exploration: a study of the Baikonur Cosmodrome
Authors: Matos Patrícia de Oliveira , Barreiros Daniel de Pinho , Vaz-Ferreira Luciano , Korolkov Aleksandr
Published: January 2024

This study attempts to identify the geohistorical changes resulting from the establishment of space launch sites based on the experience of the Baikonur Cosmodrome. The concept of geohistory proposed by Braudel (2015, p.630), bibliographic information, memoirs of Soviet scientists and military officers, and official documents were used for the analysis. First, geographical and socio-political aspects related to the establishment of space launch centers were studied, such as proximity to the equator, low population density, and others. It turns out that the Baikonur region suited the interests of the Soviet government at the time, which led to the transformation of a desert region into a dynamic center of interstate disputes during the Cold War. After the end of the Soviet Union, changes in the socioeconomic conditions of the city and the cosmodrome led to a loss of dynamism in the region. Currently, environmental issues and the new techno-economic paradigms of the space sector pose challenges to the continued importance of the Baikonur space center.
Shifts and Trends of the Romanian Emigration from Oltenia Region
Authors:   Universitatea din Craiova, Facultatea de Științe Sociale, PORUMBESCU Alexandra
Published: January 2024

Emigration is, probably, the most defining process of social change that affected Romania during the past decades. Although difficult to estimate, the great number of Romanians who chose to live, work or study in other countries caused significant consequences both in the communities of origin, and in the host-countries. The aim of this study is to evaluate, based on the statistical data issued by the Romanian National Institute of Statistics, the size and demographic characteristics of the migratory flow during the past ten years in the Oltenia Region, as well as to analyse the effects of these population movements based on economic, social, and other criteria, regarding the area of origin. As a secondary objective, there will be scrutinized the effects occurred during the period of time when coronavirus pandemic related restrictions to the freedom of circulation were enforced on the migratory flow.
About the True Beginning of Thought
Authors:   Institutul de Cercetări Socio-Umane din Craiova „C.S. Nicolăescu-Plopșor”, MILITARU Ion
Published: January 2024

In Greek philosophy, Parmenides was sure of his destination: he knew where he had to go, but he didn’t know where he had to start. A brief review of how philosophy began is enough to show extreme heterogeneity. The multitude of starting points made philosophy highly suspicious of itself. Even when a physicist of the stature of Archimedes signaled the impossibility of finding a safe starting point, the situation of philosophy did not improve. All the more so since, through the suture with poetry (Alain Badiou), philosophy took note of a mythological manner in which such a starting point offered its services.
The Nickname – Sanction or Denominative Method
Authors:   Institutul de Cercetări Socio-Umane din Craiova „C.S. Nicolăescu-Plopșor”, NICA BURCI Iustina
Published: January 2024

"Anthroponymy, similar to toponymy, is the mirror within the society. A mirror in which the image can often be reflected in a distorted way: the filter of consciousness, culture and imagination of naming often leaves its mark on the “products” of the denominative process. An example of this is the name of the person that originates from descriptive nicknames, as these always appear as sentences pronounced in the light of the evaluation and reasoning of the others. The acceptance of diversity, and the tolerance (including the denominative tolerance) did not represent, more than a century ago (the period of formation and crystallization of the official family name system) a feature of our old community, especially in the village, which has always sanctioned (sometimes also out of a desire to correct) what did not fit into the patterns of its normality. Any physical or behavioural “deviation” from the “norm” of the community members had denominational consequences. As a result, an impressive number of anthroponyms today come from ancient physical and mental traits/faults. Upon exhaustive research, we could even reconstruct, through these names, the clinical picture of the old Romanian society. In this paper, however, we will limit ourselves to presenting those nicknames that sanction vices of thought, positioning ourselves, semantically, in the sphere of appellations fool and stupid. We will analyze here anthroponyms based on various words with that meaning, for example, Bălgunea (balga, balgan – “netot – silly”), Bolândău (bolând – “idiot, stupid”), Bondrea (bondră – “silly woman, who is good for nothing”), Captiu (capchiu, variant of capiu “bewildered, confused”), etc., but also the announced generics."
Research tendency of China ESP teaching from 2007 to 2021 based on visualization analysis using CiteSpace
Authors: Ling Ruining , Yoon Mankeun
Published: January 2024

With the increasing demand for the enhancement of interdisciplinary competence in English teaching reform, English for specific purposes (ESP) teaching has become a hot topic in the field of English education. In order to better understand the phenomena and problems of ESP teaching in China, this study investigated the research tendency in China ESP teaching between 2007–2021 based on 206 articles from the Web of Science (WOS) by employing the CiteSpace Atlas. The study revealed that the literature in China ESP teaching formed an inverted "V" shape over the past 15 years. It can also be seen that most of the institutions with cooperative relations are in the same region, and cross-regional cooperation is less. In addition, the latest research focuses on cutting-edge topics as keywords such as "ESP teaching," "ESP," and "ESP theory" emerged. The findings suggest that it needs to develop effective methods for ESP teaching in China and expand research areas for the future.
Momento lúdico: um experimento que traz o lúdico ao ensino acadêmico
Authors: Queiroz Juliana Barbosa , Sant'anna Thiago F.
Published: January 2024

Neste artigo, relata-se o “Momentos Lúdicos” para o ensino acadêmico interdisciplinar, na qual utiliza-se como base o jogo de tabuleiro “Mental Blocks”. Para tanto, esse jogo foi aplicado em cursos de Design Gráfico, Engenharia Civil e Engenharia Ambiental. Diante disso, foi necessário enfatizar neste estudo a importância da adaptação das regras do jogo para, assim, atender às características de cada público-alvo, revelando que a ludicidade enriquece a experiência educativa, mas exige que se leve em consideração as particularidades dos alunos. Como suporte metodológico, utilizou-se da pesquisa-ação participante, de modo que o estudo tivesse um aspecto colaborativo. Sendo assim, no artigo em questão, destaca-se o papel do docente como mediador entre teoria e prática, proporcionando insights valiosos para a integração do lúdico no ensino e inspirando futuros desenvolvimentos pedagógicos.
Linhas, rostos e máscaras cirúrgicas: desenhos na pandemia da SARS-CoV-2/ Covid-19
Authors: Rahim Shakil
Published: January 2024

A pandemia de Covid-19 cobriu os rostos com máscaras de proteção, de diferentes formatos e tipologias, que transformou a visibilidade da expressão facial humana. Os desenhos de observação aqui apresentados são instantâneos dessa reconfiguração, realizados em Lisboa a partir de 2020, durante o meu quotidiano na pandemia. Apontamentos rápidos de desconhecidos em espaços públicos, registados in situ, em cadernos ou folhas soltas, com materiais que tinha à mão (ou no bolso). A simplicidade da linha permitiu a urgência da velocidade do registo para reduzir o embaraço da fixação ocular, num contexto vulnerável de saúde pública. A modelação geométrica da máscara rompeu com o cânone das proporções, e alterou a expressão e os elementos mínimos de reconhecimento facial. A relação compositiva olhos-nariz-lábios desapareceu, para dar lugar a outras entidades: olhar-sobrancelha, trapézio da testa, moldura do cabelo, orelhas-cabide e pescoço-pedestal. Na nova ordem visual, o conflito entre identidade e abstração fez acordar os valores simbólicos, sociais e culturais do uso de máscaras na construção da personalidade, na representação de narrativas e na opressão de direitos e liberdades.