bluuebunny/crossref_metadata_2025 huggingface dataset:
Zukunftsvisionen
Authors: Windfuhr Manfred
Published: March 2024

Mit „Zukunftsvisionen“ liegt die bisher umfassendste Geschichte der modernen Utopie/Dystopie in der deutschsprachigen Literatur vor. Innerhalb der Spannweite von apokalyptischen und paradiesischen Entwürfen unterscheidet Manfred Windfuhr – methodisch aufgeschlossen durch einen intensiven kulturwissenschaftlichen und soziologischen Kommentar – vier kulturell determinierte literarische Spielformen: christliche, grüne und sozialistische Modelle sowie die dystopische Katastrophenliteratur. Direkter oder indirekter Zeitkritik als Diagnose stehen positive oder negative Visionen als Prognose gegenüber. Die hochpoetischen oder hochrhetorischen Modelle (bis hin zur Science Fiction) gehören mit ihren Intentionen (Warnung, Abschreckung oder positive Motivation) zur engagierten Literatur. Manfred Windfuhr liefert eingehende Analysen von über 80 Romanen und Erzählungen sowie weitere 75 Kurzcharakteristiken. Bei aller Komplexität der Sachverhalte ist dem Autor ein überaus gut lesbares Buch gelungen.

Drei berühmte Romane von Hesse, Werfel und Kasack stehen am Anfang, drei Kapitel über Dürrenmatt, Arno Schmidt und Grass bilden den Abschluss.
Die Experimentalisierung der angewandten Wissenschaften
Authors: Heim Ursula
Published: March 2024

Die philosophische Begriffsanalyse des umstrittenen Konzepts der Technowissenschaften zeigt tiefgreifende Veränderungen der Methoden und Ziele moderner Forschungstätigkeit, insbesondere in der Medizinforschung, auf.

Fünf Kennzeichen eines Transformationsprozesses zur Technowissenschaft – die Vorrangstellung von Experimentalsystemen, neue Objektivitätskonzepte, die ontologische Veränderung der Forschungsobjekte, die Symbiose

von Grundlagenwissenschaft und Anwendungsforschung und wissenschaftssoziologische Elemente (Wissenschaftsgesellschaft und Biomedikalisierung) – bilden die Grundlageder Analyse aktueller und systematisch relevanter Fallstudien aus den Bereichen Genforschung und Nanomedizinin der Onkologie.

Die Auseinandersetzung mit den Konzepten der Wissenschaftsgesellschaft und der Biomedikalisierung berücksichtigt

die enorme gesellschaftliche Relevanz innovativer Forschungsprojekte und stellt die Wechselbeziehung

zwischen Forschung, Wirtschaft und gesellschaftlicher Sphäre als charakteristisch für die Etablierung einer neuen

Form der Forschungstätigkeit heraus.

 

Biographische Informationen

Ursula-Kristin Ninja Heim studierte Geschichtswissenschaft und Philosophie an der Ruhr-Universität Bochum. Mit

der vorliegenden Arbeit, die von der Studienstiftung des deutschen Volkes gefördert wurde, wurde sie im

Fachbereich Wissenschaftstheorie promoviert.
Das Bild und seine Körper
Authors: Fritsch Johannes
Published: March 2024

Bilder des menschlichen Körpers als Substitute von Verstorbenen

ermöglichen diesen durch ihre sich immer weiter entwickelnde

Medialität ein Nachleben auf der Grenze und im

Dazwischen, das im schroffen Gegensatz zur Bildmagie des

Totenkultes steht. Aus literaturwissenschaftlicher und kulturwissenschaftlicher

Sicht untersucht der Autor, wie das Personalbild

die Berührung zwischen dem Heiligen und dem Profanen

ermöglicht in einer Kultur, in der das Heilige „absinkt“.

Dadurch wird ein neuer Blick möglich auf die Transgression

des Bildes, das in unterschiedlichen Körpern, insbesondere

im medialen Ersatzkörper des Porträts erscheinen kann.

Durch die Inversionserfahrung in der Bildnisbegegnung lösen

sich in der säkularen Kultur Personalbilder aus dem traditionellen

Totenkult und führen in neuen Kontexten durch die

inhärente Bildaktivität zum ereignishaften Widerfahrnis der

Wiedererscheinung

eines Toten, von der insbesondere in der

Literatur des 19. Jahrhunderts erzählt wird.

 

Reihe

Studien zur vergleichenden Literatur- und Kulturwissenschaft - Band 1
Eine kurze Geschichte des Historismus
Authors: Schubert Ines
Published: March 2024

Diese Geschichte des Historismus ist eine Geschichte der Moderne. Sie handelt von der Entstehung des modernen Zeitregimes im Zeitalter der Französischen Revolution und von der Entwicklung des modernen Konzepts von Geschichte bis zum Ende des Ersten Weltkriegs. Im Mittelpunkt stehen Texte und Textverfahren von Johann Gottfried Herder und Georg Wilhelm Friedrich Hegel bis Wilhelm Raabe und Ricarda Huch. Sie zeigen, dass der Historismus das historische Bewusstsein und die geschichtskulturelle Praxis im langen 19. Jahrhundert dominant konfiguriert.

 

Reihe

Moderne-Studien - Band 26
Gelebtes Denken
Authors: Lukács Georg
Published: March 2024

Am 4. Juni 2021 jährt sich der Todestag des bedeutenden Philosophen, Literaturhistorikers und politischen Theoretikers Georg Lukács (1885-1971) zum 50. Mal. Wenige Monate vor seinem Tod hat Lukács unter dem Titel „Gelebtes Denken“ Notizen zu seinem Leben und Schaffen niedergeschrieben, die dann in anschließenden Gesprächen mit seinen Schülern konkretisiert und erweitert worden sind und die auch noch die heutige Leserschaft, die darin eine faszinierende Jahrhundertbiographie erkennen kann, in den Bann ziehen.

 

Inhaltsverzeichnis

INHALT

(Georg Lukács im Gespräch über sein Leben)

[1965 – 1971]

Georg Lukács

Gelebtes Denken

[1970 – 1971]

Georg Lukács

Die ontologischen Grundlagen

des menschlichen Denkens und Handelns

Agnes Heller

Der Schulgründer

Werner Jung

Die Fortsetzung von etwas

Nachwort zu »Gelebtes Denken«
Søren Kierkegaard: Erbaulichkeit und Satire
Authors: Pohlmeyer Markus
Published: March 2024

Christ- und Selbstsein im Übergang
Wolfgang Borcherts Geschichten
Authors: Csúri Károly
Published: March 2024

Wolfgang Borcherts Geschichten

Grundschema, Varianten, Feinstrukturen
Ästhetisierung als Zweite Aufklärung
Authors: Peper Jürgen
Published: March 2024

Eine Kulturtheorie literarästhetisch abzuleiten, drängt sich selbst Literaturwissenschaftlern nicht auf. Der Germanist Gert Kaiser gesteht dem Ästhetischen nicht einmal eine “seismographische Funktion” zu: “Es waren nicht die Künste, die uns die Zukunft voraussagten, sondern die technischen Erfindungen der Daguerreotypie, des Filmapparats und der Schreibmaschine, die die Kunst bewegten.” (Die Zeit, 18.3.1994, S. 45) Allzu viele Kollegen sind von solcher Nachrangigkeit der Ästhetik gegenüber Technik, Soziologie, politischer Geschichte usw. überzeugt. Sie ignorieren die erkenntniskritische Potenz des Ästhetischen.

Peper sieht Kultur nicht als irgendeinen Fortschritt der Zivilisation, sondern als gestaltete und gelebte Wahrheitsvorstellung. Das gilt in der Postmoderne nicht weniger als im Mittelalter. Peper zeigt Ästhetisierung als erkenntniskritische Hinterfragung der klassischen Wahrheitsvorstellung im Laufe des 19. und 20. Jahrhunderts und somit als Zweite Aufklärung. Er macht Ernst mit Odo Marquards Beobachtung, daß mit Kant die Ästhetik die Metaphysik als “diensthabende Fundamentalphilosophie”

abgelöst hat. Was dann im 20. Jahrhundert soziologisch als “Ästhetisierung der Lebenswelt” (Bubner) zutage tritt, als “Erlebnisgesellschaft” (Schulze), als “sensuelles Zeitalter” (Horx), als Individualisierung und demokratische Emanzipation, das kündigt sich bereits in der Lyrik des 18. Jahrhunderts im Wandel der Metapherstruktur, also ästhetischerkenntniskritisch, an. Untersucht werden Texte der amerikanischen, englischen, französischen und deutschsprachigen Literatur seit der Mitte des 18. Jahrhunderts. Seitenblicke in die homologen Entwicklungen im Theater, in Musik und Malerei runden ab. Ein abschließender 46seitiger “Theorie-Check” überprüft die vorgelegte Kulturtheorie.
Evolución Presupuestal para Operaciones Militares en el VRAEM y su Influencia en la Seguridad Nacional
Authors:   Ejército del Perú, Zorrilla Nolasco Carlos
Published: March 2024

The Peruvian State allocates resources to satisfy the requirements of the Armed Forces, allowing them to develop military operations and actions, ensuring coexistence and social peace, reducing threats that threaten national security. The objective of this article is to determine the influence that existed between the budget evolution for military operations in the Valley of the Apurímac, Ene and Mantaro rivers (VRAEM) and National Security. For its formulation, the quantitative approach was used, based on open source statistical results, which allowed us to know how the cross-sectional design research variables influence, based on theory and the description of reality. It is also a correlational study since the results of surveys carried out during the year of the study were used. The product of the inferential analysis was a total of 0.659, which represented a significant influence, and allowed determining the existence of influence between the variables, and these with their dimensions being supported, not only with the application of the instruments, but also, by the provisions of current regulations. It was concluded that there is influence between the VRAEM Budget on the impact on National Security.
Presentación del Vol. 5 Núm. 1 (2024): Febrero - mayo 2024
Authors:   Centro de Altos Estudios Nacionales- Escuela de Posgrado, Zegarra López Fernando Elías
Published: March 2024

The complexity of National Security and its intimate relationship with National Development reveals the importance of promoting the laudable purpose of achieving higher levels of general well-being of the national population. The articles in this edition confirm the importance and validity of the comprehensive and multidimensional approaches that require a holistic and coordinated treatment of the National Defense System, as well as the adequate use of the instruments of national power established in the regulations of Legislative Decree 1129 , which is why from this academic faculty we reaffirm our commitment to present ideas, analyzes and articles that present diagnoses of our reality, as well as proposals to benefit the security and well-being of Peru. There is no other interest.
Risk Factors for Decompression Sickness
Authors: Fitriasari Elsye , Sri Dewi Untari Ni Komang , Annisa Fitra Nasywa
Published: March 2024

Over the past few decades, self-contained underwater breathing apparatus (SCUBA) diving has gained popularity globally. Efforts to explore new trails underwater have rapidly expanded recreational, technical, professional, and military diving opportunities. Decompression sickness (DCS) is an essential and complex health problem among divers, stemming from changes in environmental pressure during and after underwater travel. Understanding the various risk factors associated with DCS is critical in implementing safe diving practices. Medical professionals, regardless of specialization, need to be aware of the adverse effects of changes in exposure to environmental stresses on the human body. Decompression sickness (DCS) can occur quickly, immediately, or very mildly and is delayed. Divers with DCS can arrive late, far from the dive site, due to their varied presentation, slow start, and air travel after diving. Medical personnel must consider the previous days' activities and be aware of diving problems and disorders to take advantage of the opportunity to diagnose and treat such patients appropriately. Individual and environmental risk factors play a role in increasing the incidence of DCS in divers, including obesity, smoking, alcohol, anxiety disorders, comorbidities, previous injuries, cold water, duration, and depth of diving. A comprehensive understanding of these multifaceted risk elements is essential for divers and medical professionals. Armed with this knowledge, they can better assess potential risks, adopt proactive precautions, and ensure diver safety, ultimately reducing severe DCS incidents.
Examining Intrinsic Motivation and Job Satisfaction among Academic Staff at Svay Rieng University in Cambodia
Authors: PEN Dina
Published: March 2024

This study examines the intrinsic motivation level of academic staff at Svay Rieng University (SRU) and its relationship with job satisfaction. To understand what keeps these academicians from doing what they do, it is essential to research to establish the level by which achievement, recognition, work itself, responsibility, advancement, and growth intrinsically motivate them as they dispose of their daily functions as academic staff. A quantitative survey was conducted on 91 SRU academic staff. The main findings revealed a positive and significant correlation between intrinsic motivation and job satisfaction. The staff members exhibit high intrinsic motivation, but variations exist across different aspects of their work. They express a need for increased recognition and praise. To enhance intrinsic motivation and job satisfaction, it is recommended to implement recognition and reward policies, provide professional development support, and foster a supportive work environment. Involving staff in decision-making, conducting research-driven policy development, and monitoring and improving the work environment are vital. Additional measures include implementing flexible work policies, establishing regular feedback systems, creating recognition programs, and developing learning and development policies. Future research should explore the relationship between intrinsic motivation and other outcomes.
“We’re Here, and We’re Not Going Anywhere”: Why Working-Class Rhetorical Traditions Still Matter
Authors: Welch Nancy
Published: March 2024

Today’s composition courses should consider rhetorical strategies historically used by working-class movements, especially because this class still exists despite popular misconceptions that the world has fully entered a post-Fordist era.
Opinion: Teaching Bartleby to Write: Passive Resistance and Technology’s Place in the Composition Classroom
Authors: Palmerino Gregory
Published: March 2024

Drawing on the case of a student of his who, like Herman Melville’s Bartleby, simply preferred not to write, the author argues that current celebration of technology encourages passive resistance. He emphasizes that authentic, productive classroom experiences derive from in-person interactions that directly connect in relevant ways to students’ lives.
Review: Basic Writing and the Future of Higher Education
Authors: Mutnick Deborah
Published: March 2024

Reviewed are Basic Writing by George Otte and Rebecca Williams Mlynarczyk; Basic Writing in America: The History of Nine College Programs, edited by Nicole Pepinster Greene and Patricia J. McAlexander; Before Shaughnessy: Basic Writing at Yale and Harvard, 1920-1960 by Kelly Ritter; The Rhetoric of Remediation: Negotiating Entitlement and Access to Higher Education by Jane Stanley; and The Way Literacy Lives: Rhetorical Dexterity and Basic Writing Instruction by Shannon Carter.
Contingent Faculty: Introduction
Authors: Palmquist Mike , Doe Sue
Published: March 2024

The guest editors preview the contents of this special issue on contingent faculty and identify key concerns that have been raised by English studies’ (and the overall academy’s) reliance on such instructors
The Spirit and Influence of the Wyoming Resolution: Looking Back to Look Forward
Authors: McDonald James C. , Schell Eileen E.
Published: March 2024

Drawing on their recent interviews with various scholars who were involved, the authors review the history of the highly significant Wyoming Resolution and analyze its subsequent impact on conditions for contingent faculty.
Forum on Identity
Authors: Bilia Angela , Dean Christopher , Hebb Judith , Jacobe Monica F. , Sweet Doug
Published: March 2024

The forum contributors draw on their personal experiences and insights to put forth ideas about contingent faculty’s relations with other faculty and with the academic institution as a whole.
Speaking My Mind: Paper Tiger
Authors: Pamperin Tom
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
EJ in Focus: Green(ing) English: Voices Howling in the Wilderness?
Authors: Bruce Heather E.
Published: March 2024

An experienced educator and co-author of Sherman Alexie in the Classroom: “This is not a silent movie. Our voices will save our lives” offers substantial background knowledge, classroom activities, and teaching resources for the greening of English class.
Reconsidering the Teaching of Style
Authors: Butler Paul
Published: March 2024

Why is the teaching of writing style mostly a thing of the past? Butler gives compelling reasons for bringing it back.
“A Richer, Not a Narrower, Aesthetic”: The Rise of New Criticism in English Journal
Authors: Thomas P. L.
Published: March 2024

A teacher and member of the NCTE Task Force on Council History and 2011 uses discussion of New Criticism in EJ to examine how literary criticism has been implemented in classrooms and how it might be developed in the 21st century.
Constructions of Students in English Journal from 1970 to the Present
Authors: Greene Katie , Albers Peggy
Published: March 2024

A look back at Reid's editorship.
Inviting Parents In: Expanding Our Community Base to Support Writing
Authors: Fleischer Cathy , Pavlock Kimberly Coupe
Published: March 2024

Parents can be our greatest allies for ensuring effective writing instruction. Fleischer and Pavlock share strategies for engaging parents in supportive efforts with their children. Access additional handouts.
Digitalk as Community
Authors: Turner Kristen Hawley
Published: March 2024

Students aren’t just texting; they’re participating as members of a community of writers, developing skills of voice, purpose, and audience awareness.
Research for the Classroom: Punctuation: The Power and the Possibilities
Authors: Heveron-Smith Mary
Published: March 2024

Research for the Classroom publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.
From the Secondary Section Mentoring New Teachers by Empowering the “Peeps”
Authors: Parks Haas Kay
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Juxtaposing Immigrant and Adolescent Girl Experiences: Literature for All Readers
Authors: Amanda Stewart Mary
Published: March 2024

Stewart suggests novels and themes to which all readers can relate and in which immigrant, adolescent girls will see themselves.
Lawnmowers, Parties, and Writing Groups: What Teacher-Authors Have to Teach Us about Writing for Publication
Authors: Elrod Whitney Anne
Published: March 2024

English teachers are far too busy to write for publication. So why do so many of us do it?
Forming University and Teacher Partnerships in an Effort to Reframe and Rethink Mentoring Programs
Authors: Guise Megan
Published: March 2024

Instead of thinking about teacher development as a series of discrete stages, mentors in schools and universities might re-conceptualize the process as a continuum, with thefaculty involved in the preparation continuing a partnership to support the development of beginners in the schools
Research for the Classroom: Mini Vocabulary Lessons for Maximum Recall
Authors: Sovereen Deanne
Published: March 2024

“Research for the Classroom” publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.
Teaching Young Adult Literature: “Change” as an Interdisciplinary Theme: YA Literature in the Content Areas
Authors: Bull Kelly Byrne , Dulaney Margaret , North-Coleman Cheryl , Kaplan Jeffrey , Stover Lois
Published: March 2024

“Teaching Young Adult Literature” describes innovative methods for engaging students in reading, writing, and discussing contemporary and classic literary texts written for adolescents.
High School Matters: Breaking Free
Authors: Greene Katie
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
“I’m a reader”: Transforming Incarcerated Girls’ Lives in the English Classroom
Authors: Pytash Kristine E.
Published: March 2024

Unproductive tensions are evident between a young incarcerated woman’s in-class practices and her literary life outside the classroom.
Mentoring Matters: Mentoring in Community
Authors: Lloyd Rachel Malchow
Published: March 2024

“Mentoring Matters” focuses on effective ways to support new English teachers and student teachers.
Research for the Classroom: To Read or Not to Read: Five Approaches to Teaching Shakespeare
Authors: Shoemaker Brandon
Published: March 2024

“Research for the Classroom” publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.
What Happens When High School Students Write in a College Course? A Study of Dual Credit
Authors: Tinberg Howard , Nadeau Jean-Paul
Published: March 2024

Are students in dual-credit writing courses missing something they would have gotten in a traditional high school writing course?
Making an Impression: YA Authors and Their Influential Teachers
Authors: Eisenbach Brooke , Kaywell Joan F.
Published: March 2024

S. E. Hinton, Walter Dean Myers, Erin Gruwell, Chris Crutcher, and many other popular YA authors describe in their own words what their teachers did for them.
Success with ELLs: Working with English Language Learners: Looking Back, Moving Forward
Authors: DelliCarpini Margo , Alonso Orlando
Published: March 2024

“Success with ELLs” suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes.
EJ in Focus: The Audacity of English Journal Authors, 2008–13
Authors: Lindblom Ken
Published: March 2024

The outgoing editor reflects on the past five years of English Journal.
Herbivores, Carnivores, and Literavores: Argument and Appetite in the Classroom
Authors: Goldberg Lauren
Published: March 2024

A secondary teacher’s food unit engages students in nonfiction reading about economic, environmental, and political aspects of food.
Haiku in the Classroom: More Than Counting Syllables
Authors: Hudson Zach
Published: March 2024

With the help of a published poet, a high school teacher opens his students to the world of haiku, which doesn’t always fit the 5-7-5 syllable-pattern many expect.
The Business of School: Economic Models of Assessment
Authors: Lawler Daniel O.
Published: March 2024

This article explores problems with the trend of business language making its way into schools and provides strategies for how to address this issue.
A Better Grading System: Standards-Based, Student-Centered Assessment
Authors: Miller Jeanetta Jones
Published: March 2024

The author discusses the benefits of a standards-based, student-centered approach to assessment.
Working from the Inside Out: Writing for Community and Democratic Participation When Citizenship Is in Question
Authors: Saidy Christina
Published: March 2024

This article explores the difficulties immigrant students face in achieving civic participation and a democratic life through the stories of two ninth- grade English classes in which all students participate in an inside-out approach to community-based writing for action.
Lingua Anglia: Bridging Language and Learners Engaging Miguel: Culturally Relevant YA Literature
Authors: Hopenwasser Caroline B.
Published: March 2024

“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.
“No Bamboozlement Here”: Teaching Yann Martel’s Life of Pi across the Curriculum
Authors: Bills Steven H. , Bond Lisa , Cascio Janet
Published: March 2024

The article examines Yann Martel’s novel, Life of Pi, in the context of providing instruction across the high school curriculum.
What The Hunger Games Can Teach Us about Disciplinary Literacy
Authors: Saunders Jane M.
Published: March 2024

This piece discusses how to use the young adult novel The Hunger Games to plan literacy-based lessons that draw on a variety of core content (English, history, math, and science) and deepen students’ understandings of curricular content across the school day.
The Living Book Project: A Portrait of Collaboration
Authors: Kelso Elizabeth Baumann , Kaushansky Lauren
Published: March 2024

Teachers and students from diverse high schools, in collaboration with university personnel, came together for the Living Book Project and collectively reflected on Rebecca Skloot’s The Immortal Life of Henrietta Lacks.
Nonfiction and Interdisciplinary Inquiry: Multimodal Learning in English and Biology
Authors: Bull Kelly Byrne , Dupuis Juliann B.
Published: March 2024

This article offers suggestions on teaching a nonfiction unit (in English) and genetics unit (in biology) that, together, incorporate reading, researching, writing, and advocating for an environmental issue.
Discussion-Based Problem Solving: An English-Calculus Collaboration Emphasizes Cross-Curricular Thinking Skills
Authors: Isgitt Jennifer , Donnellan Quentin
Published: March 2024

An English teacher and a math teacher collaborating to improve practices in classroom discussion develop a problem-solving method that steers students away from seeking simple solutions and into an understanding of the complexity and nature of problems.
Lingua Anglia: Bridging Language and Learners: Sheltering Mockingbird: Scaffolding the Novel for English Language Learners
Authors: Sadrianna Rebecca
Published: March 2024

“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.
Is a Picture Worth a Thousand Words? Determining the Criteria for Graphic Novels with Literary Merit
Authors: Pagliaro Michael
Published: March 2024

This article describes a rubric by which graphic texts can be evaluated for literary merit.
Urban Youth Use Twitter to Transform Learning and Engagement
Authors: Hunter Jevon D. , Caraway Heidie Jean
Published: March 2024

The authors draw from classroom experiences to illustrate how youth attending an urban high school use Twitter to transform literacy learning and literature engagement within an English classroom.
High School Matters: Finding Connections: The Power of Collegial Conversations and Collaboration
Authors: Greene Katie
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Reading Images in American Born Chinese through Critical Visual Literacy
Authors: Schieble Melissa
Published: March 2024

The author of this article conveys how teaching Gene Yang’s graphic novel American Born Chinese from a critical visual literacy approach enables students to gain a deeper understanding of Yang’s commentary on historic and modern stereotypes of Asians and Asian Americans.
Me and the D: (Re)Imagining Literacy and Detroit’s Future
Authors: Filipiak Danielle , Miller Isaac
Published: March 2024

The authors of this article discuss how they used a culturally relevant pedagogical framework, digital media, and an emphasis on collaboration to push their students to consider how they might positively transform themselves and their neighborhoods.
Pulling Back the Curtain: Engaging Preservice Teachers in Expert Practices of Evaluation and Reflection
Authors: Coombs Dawan , Ostenson Jonathan
Published: March 2024

In this article, the authors explore the experiences of preservice teachers in two methods courses that introduced these students to the feedback process and cultivated their teacher identities.
Speaking Truth to Power: Invisible Young Men: African American Males, Academics, and Athletics
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.
Continuous Becoming: Moving toward Mastery: Teach Me, Coach!
Authors: Hankey Victoria P.
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.
EJ in Focus: The Common Core Memorandum of Understanding: What a Story
Authors: Schneider Mercedes K.
Published: March 2024

The question of who, exactly, is truly responsible for writing the Common Core State Standards (CCSS) is a matter for debate. The CCSS website describes CCSS development in the following way: Building on the excellent foundation of standards states have laid, the Common Core State Standards are the first step in providing our young people with a high-quality education. It should be clear to every student, parent, and teacher what the standards of success are in every school.
Coming Full Circle: A Young Teacher’s Journey with the Standards Movement
Authors: Cherry-McDaniel Monique
Published: March 2024

This article details a teacher’s journey from having an unhealthy relationship with the standards to redefining herself as a professional and using the standards to support sound instruction.
Soft(a)ware in the English Classroom: Education Reform and Potemkin Villages: Expanding Conceptions of “Data”
Authors: Golden Noah Asher
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.
“Reading between the Pictures”: Immigrant Students’; Interpretations of The Arrival
Authors: Martínez-Roldán Carmen M. , Newcomer Sarah
Published: March 2024

In this article, the authors share findings from a study in which immigrant students responded to the wordless text The Arrival in small-group, bilingual literature discussions. The interpretive processes of two of the children with different ethnic backgrounds, levels of English proficiency, and styles of response are highlighted as exemplary and contrastive case studies. Additionally, the social nature of the students’ interpretive work is illustrated by showing how the students drew upon their experiences of immigration, engaged in inquiry, and incorporated each others’ strategies as they co-constructed their responses and their own version of The Arrival. In a time when students’ language and reading abilities are defined by test scores, the authors propose that the use of wordless books provide an alternative perspective. Children’s ability to read between the pictures and make meaning of visual texts reflects a sophisticated interpretive activity that can offer teachers insight into what their immigrant students can do as readers. Access to high-quality wordless texts that address themes to which they can relate offers immigrant children, who are often also English language learners, the opportunity to enjoy the right to read and talk about books.
Language and Literacy in the Borderlands: Acting upon the World through Testimonios
Authors: Saavedra Cinthya M.
Published: March 2024

Saavedra discusses how children in the borderlands can inform our language and literacy practices through the Latin American literary genre known as testimonio. Drawing from the work of Chicana/Latina feminist pedagogy, I frame my experiencias with language and literacy in three different moments in my life. Through these testimonios, I make connections to the lived realities of many border crossers in the US, arguing that immigrants, border crossers, and transnational children have important lessons to teach us about language and literacy. Furthermore, testimonio continues the project of critical pedagogy through the political act of remembering, as that is also a way to reconnect language with body and consciousness in order to act upon the world. Suggestions for using testimonio in the classroom are presented.
Children’s Literature Reviews: Writing and Children’s Literature
Authors: McNair Jonda C. , Bailey Alan R. , Colabucci Lesley , Day Deanna
Published: March 2024

This children's literature review column highlights books with protagonists who write for myriad reasons. It also includes biographies of famous and unsung writers.
Writers Draw Visual Hooks
Authors: Leigh S. Rebecca
Published: March 2024

Drawing and writing in response to picturebook read-alouds, elementary children construct varying “visual hooks” in their sketches as effective visual devices for extending ideas for writing: the bubble hook, the zoom hook, and the group hook. This article reports on a 12-week qualitative study in which children in second grade develop as writers in a classroom where art and language have equal importance. The author and classroom teacher, collaborators in a dissertation study on art and language as ways of knowing, continued their research by looking more closely at children’s drawings as part of the writing process. Analysis of students’ visual/verbal responses, audiotaped talk in group shares, and interview data suggest that children were able to create visual hooks as meaningful pathways for supporting writing and thinking about writing.
iPads as Placed Resources: Forging Community in Online and Offline Spaces
Authors: Rowsell Jennifer , Saudelli Mary , Mcquirter-Scott Ruth , Bishop Andrea
Published: March 2024

The article focuses on the notion of tablet technologies as placed resources (Prinsloo, 2005; Prinsloo & Rowsell, 2012) by exploring how an international research project in Australia, Canada, and the United States forged community through online spaces. There is a tendency in media and in literature to romanticize technologies like iPads as a panacea, as an answer to the challenge of 21st century literacy education. Prinsloo’s notion of new technologies as placed resources is helpful to contextualize where, how, when, and in what ways these networked artifacts (Pahl & Rowsell, 2010) can be used and understood.
“Put an explanation point to make it louder”: Uncovering Emergent Writing Revelations through Talk
Authors: Tolentino Efleda Preclaro
Published: March 2024

Young children emerging as writers bring a plethora of knowledge and skills related to literacy into early childhood contexts. Based on the results of a year-long observational field study of fourteen prekindergarten children engaged in conversation during literacy events, the article focuses on the role of talk in igniting and influencing the pursuit of emergent writing discoveries and transforming emergent writers’ identities as literacy learners. Using discourse analysis, children’s talk were examined across three levels: (a) what participants talked about; (b) roles they played during interactions; and (c) ways they communicated intent. Three aspects of the classroom environment contributed to children’s writing revelations: first, work time is fertile ground for literacy learning; second, talk plays a key role in becoming literate; and third, peers play a role in the transformation of emergent writers. The article illustrates children’s use of writing to convey meaning and their ability to mentor and jointly construct their understanding of literacy with fellow writers. Data were supplemented with excerpts from teacher interviews to describe the context in which writing revelations emerged. The findings expand our understanding of emergent writing development and provide further direction for investigating the potential of talk in supporting emergent writers.
Small-Group Word Study: Instructional Conversations or Mini-Interrogations?
Authors: Ganske Kathy , Jocius Robin
Published: March 2024

It is widely recognized that children need opportunities to engage with words to build vocabulary knowledge and to learn how words work as means for furthering their reading and writing. Although discussion and talk have the potential to foster children’s understandings and their motivation for word learning, pressure to "get through" the curriculum often leads teachers to limit students’ opportunities to think, question, reflect, and respond in meaningful ways. In this article the authors call for increased student talk during small-group word study. They first provide a theoretical framework and then describe the results of a study in which they observed small-group word study interactions in several culturally diverse 3rd and 4th grade classrooms. Finally, they suggest ways to promote student talk and thinking as means for developing students’ spelling and word identification abilities, as well as their vocabulary knowledge, and to inform teachers about what students know and are ready to learn so they can provide motivating and appropriate instruction.
Research and Policy: Rethinking Common Answers to Critical Questions about Classroom Discourse
Authors: Aukerman Maren , Pandya Jessica Zacher
Published: March 2024

This article poses and re-examines common answers to three interwoved questions: a) what counts as discourse? b) What counts as academic discourse? c) What counts as fruitful discourse? Each question, the authors argue, has too often been answered in a narrow way that limits available visions for literacy instruction, both for educators and for policymakers. The authors include a critique of several frequently proposed answers to these questions and argue for richer, more nuanced ways of answering each question. Specific attention is given to critiquing notions of discourse as limited to talk, to a dichotomous view of school and home discourse, and to accountable talk.
Conversation Currents: On Discourse and Language Learning
Authors: Bloome David , Willis Arlette Ingram
Published: March 2024

Two international scholars, David Bloome and Arlette Ingram Willis, discuss the complexity of discourse and language learning. Each researcher problematizes the views of literacy while exploring the fluidity of it. They also explore how the ideologies of educators and researchers impact children in school. Useful resources that guide their thinking are also provided throughout the article.
Professional Book Reviews: Literacy in the Multicultural Classroom: Expanding Definitions and Broadening Visions
Authors: Nash Kindel , Morton-Rose Cindy , Reid Lisa , Miller Erin , Mosso-Taylor Sabina
Published: March 2024

The four books reviewed in this column all reiterate the importance of multicultural education and offer numerous examples of how teachers enact practices that support culturally relevant teaching. The selected texts address topics including how teachers can move from talking about multicultural education to doing multicultural education (Multicultural Teaching in the Early Childhood Classroom: Approaches, Strategies, and Tools, Preschool–2nd Grade), the role the United Nations Rights of the Child (ROC) can play in supporting critical inquiry in the classroom (A Critical Inquiry Framework for K–12 Teachers: Lessons and Resources from the U.N. Rights of the Child), ways allies can advocate for LGBTQQ youth and work against heterosexism and homophobia through literacy (Interrupting Hate: Homophobia in Schools and What Literacy Can Do about It), and the negotiation of the complex intersection of race, ethnicity, and identity of one Latina woman, Raquel Cepeda (Bird of Paradise: How I Became Latina).
Returning to Reciprocity: Using Dialogue Journals to Teach and Learn
Authors: Stillman Jamy , Anderson Lauren , Struthers Kathryn
Published: March 2024

In this article, the authors revisit Dialogue Journaling, a practice that has fallen in and out of popular attention over the years. They argue that Dialogue Journals can serve as powerful tools for nurturing the literacy learning of students representing nondominant groups, and especially English Learners. They also argue that Dialogue Journals are particularly well positioned to facilitate authentic teacher learning about such students’ lives and language(s). Throughout the piece, the authors offer examples of English Learner students’ written dialogue with their teacher and with one another to demonstrate how Dialogue Journals can support the development of reciprocal relationships, subvert traditional power dynamics in the classroom, as well as provide teachers with knowledge about students that can be leveraged to facilitate academic learning. They argue that—when used well—Dialogue Journals can generate the kinds of learning opportunities that are especially crucial at a time when accountability-driven policies and practices tend to undermine authentic relationship building and otherwise limit students’—especially English Learners’— access to quality literacy instruction.
Children’s Literature Reviews: Our Favorite 2013 Poetry Books
Authors: McNair Jonda C. , Day Deanna , Möller Karla J. , Zapata Angie
Published: March 2024

This column presents what we consider to be the most notable poetry books published in 2013. We selected a total of ten titles; they focus on a range of topics such as animals, plants, fairy tales, imaginary creatures, and civil rights leaders.
Loving “Killdeer Pond”: The Multiple Signs of Children’s Inquiry
Authors: Serebrin Wayne , Wigglesworth Chris
Published: March 2024

Pedagogical relationships are at the heart of this inquiry-driven, multimodal literacy study in which a multi-age classroom teacher co-constructs curriculum with 6–9-year-old children as they individually and collectively deepen their understandings and compassion for a local pond and the birds that inhabit it. In their recurring, intimate encounters with the pond and birdlife over a 3-month period, the children come to know and care for one another and for the pond and birds through the ears, eyes, actions, social practices, and affiliations of a naturalist/birder; their intentional and authentic use and production of multiple and multimodal texts as researchers; a timely visit to a marsh/interpretive center that challenges their current theories; their own embodied and integrated actions as artists, writers, and dramatic players; and their celebratory representations of their learning to their families. The study is significant in its depiction of inquiry processes as flourishing in experiential, dialogic, and reflective spaces, as being affectively charged, dynamic, and often unpredictable, and as pedagogically supported by a teacher and children when they are fully present for one another as listeners and genuinely interested and responsive collaborators. The study provokes literacy researchers and educators to rethink and revalue children’s literacy practices themselves (rather than over-emphasizing the texts that arise out of these practices) as these practices are drawn into the children’s inquiries as active participants. Finally, the study reveals the imaginative and transformative potential of the children’s use of a full palette of literacies (multiple sign systems) to claim new identities, and to know and care about the world around them in more mindful ways.
Children’s Literature Reviews: Move Over, Frog and Toad: Transitional Chapter Books
Authors: McNair Jonda C. , Day Deanna , Möller Karla J. , Zapata Angie
Published: March 2024

This column focuses on transitional chapter books for beginning readers. Transitional chapter books serve as a bridge between picturebooks and more complex novels.They usually have a number of common characteristics such as a table of contents, larger font sizes, brief chapters with some illustrations interspersed throughout, and less than 100 pages of text.
Conversation Currents: Co-researching with and among Children and Youth
Authors: Norton Nadjwa , Oesterreich Heather
Published: March 2024

In this column, Nadjwa Norton from City College, CUNY, and Heather Oesterreich from New Mexico State University discuss the methodology of children as co-researchers. They situate the methodology in the history of inquiry and within the framework of critical literacies. They discuss how they got started with the methodology, various strategies and tools, and the challenges and tensions in this work.
An Interview with Heidi Mills and Tim O’Keefe, NCTE’s 2014 Outstanding Educators of the Year
Authors: Volk Dinah
Published: March 2024

This article is distilled from an interview with Heidi Mills and Tim O’Keefe, recipients of NCTE’s 2014 Outstanding Educators of the Year award. In the interview, Heidi and Tim reflect deeply on their beliefs about teaching, learning, and relevant theory, and they describe how they put those into practice in collaboration with others at the Center for Inquiry, a K–5 university–public partnership in Columbia, South Carolina. Their work has inspired pre- and inservice teachers, literacy coaches, friends, colleagues, children, and families, and has enriched the fields of teacher education, education, and literacy.
Professional Book Reviews: Learning Art, Learning Literacy
Authors: DeFord Diane , Heid Karen , James Nancy , Harper Rebecca , Leigh S. Rebecca , Laman Tasha Tropp
Published: March 2024

In an era of high-stakes testing, accountability, narrow definitions of literacy, and deeply cut arts budgets, these books help us, as teachers, to engage children in meaning making in its broadest sense, and show us what is possible when we create curriculum where the arts are integral to learning in general and literacy in particular.
Audience and Authority in the Professional Writing of Teacher-Authors
Authors: Whitney Anne Elrod , Dawson Christine , Anderson Katie , Kang Suyoung , Olan Rios Elsie , Olcese Nicole , Ridgeman Michael
Published: March 2024

This article discusses the ways issues of audience and authority are encountered and addressed by classroom teachers who write journal articles for publication. Drawing on an interview study of K-12 classroom teachers who have published articles in NCTE’s journals Language Arts, Voices from the Middle, and English Journal, we show that teachers developed and deployed strikingly different conceptions of audience at different points in their composing process. Before and after writing, they acknowledged the wide and mixed readership of those journals, including university-based scholars; however, while drafting their articles they thought about a much more limited group of “teachers like them.” In doing so, these teacher-authors found a concrete way to navigate the contested place of classroom teachers in wider education discourses. We highlight two major implications of this work. First, it complicates the standard advice to writers to “know your audience,” showing instead how considerations of audience are closely linked to questions of one’s status relative to members of that audience. Second, our work might complicate understandings of legitimate peripheral participation and how members of communities of practice are positioned relative to one another vis-à-vis authority: teacher-authors manipulated notions of authority, temporarily redefining some readers as more central and others as more peripheral, in ways that shifted according to the authority stances those definitions allowed them to take in composing.
Portraits of Practice: A Cross-Case Analysis of Two First-Grade Teachers and Their Grouping Practices
Authors: Maloch Beth , Worthy Jo , Hampton Angela , Jordan Michelle , Hungerford-Kresser Holly , Semingson Peggy
Published: March 2024

This interpretive study provides a cross-case analysis of the literacy instruction of two first-grade teachers, with a particular focus on their grouping practices. One key finding was the way in which these teachers drew upon a district-advocated approach for instruction—an approach to guided reading articulated by Fountas and Pinnell (1996) in which students are instructed in small groups based on reading level—as a resource for their sense-making. Analysis indicated that the two teachers enacted the practice in distinct ways based on their experiences and personal characteristics. Findings further suggested that, reminiscent of research on ability groups conducted mainly in the 1970s and 1980s, instruction and materials in both classrooms were qualitatively different between lower groups and higher groups. Although we do not implicate the practice of guided reading per se, we call for closer examinations of modern manifestations of ability-grouped practices and explorations of alternatives to such practices.