bluuebunny/crossref_metadata_2025 huggingface dataset:
Globalizing English through Intercultural Critical Literacy
Authors: Myers Jamie , Eberfors Fredrik
Published: March 2024

This article examines the construction of an intercultural critical literacy practice in a Web-based discussion forum as one way to globalize interpretive practices within the English classroom.; English education students in the United States and Sweden discussed a short story over a period of three weeks.; The analysis of the students’ postings identified five patterns of an intercultural critical literacy practice in which global readers identify and critique the cultural values and beliefs they use to interpret texts and understand their own lives.; Knowledge of the characteristics of an intercultural critical literacy practice can assist English educators in the construction of similar global interactions and critical practices with their students.
Texts, Talk … and Fear? English Language Arts Teachers Negotiate Social Justice Teaching
Authors: Bender-Slack Delane
Published: March 2024

Delane Bender-Slack takes on the important subject of teaching for social justice. Her article’s strength is in its uncompromising look at complex, often misinterpreted teaching challenges. This article focuses on actual teachers working for social justice in their classrooms. Working from a strongtheoretical framework, she pushes us in new directions to understand the growing complexities in teaching for social justice.
Sentence Patterns: Making Meaning with a Countywide Grammar Initiative
Authors: Jayman Janetta , Doolan Laura L. , Hoover Michael J. , Maas Shannon , McHugh Thomas , Mooney Kevin J. , Zepp Alan P.
Published: March 2024

The authors describe a districtwide revision of grammar teaching practices. Using a curriculum based largely on the work of Martha Kolln, the authors show how they applied rhetorical tools in a variety of high school classrooms to improve student writing and reading comprehension.
The Grammars of Reading
Authors: Simmons Eileen
Published: March 2024

By analyzing student responses to their reading of The Odyssey, high school teacher Eileen Simmons realized that problems with comprehension stemmed from not understanding the grammar. She identified specific grammar problems and then developed ways to help students understand the functions of words and the relationships among them.
New Voices: Whose Grammar for What Purposes?
Authors: Hunt Bud , Hunt Tiffany J.
Published: March 2024

“New Voices” raises questions, offers insights, and provides a forum for novice teachers to engage in the professional conversation surrounding the teaching of English.
Bold Books for Teenagers: The Very Best Possibilities, Part Two
Authors: Gallo Don
Published: March 2024

“Bold Books for Innovative Teaching” provides dynamic, informative viewpoints on important issues in publishing and teaching contemporary literature, especially literature for adolescents. Reviews of young adult literature will also appear in this column.
Speaking My Mind: Engaging Students in Your Absence: An Open Letter to English Teachers
Authors: Wertz Jessica A.
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
“But When Do You Teach Grammar?” Allaying Community concerns about Pedagogy
Authors: Gold David
Published: March 2024

David Gold describes the problems encountered in developing an English curriculum for a new private high school. By relying on current research on the teaching of reading and writing and by effectively communicating their pedagogy to students and parents, the two department members were able to build relationships to overcome resistance to nontraditional methods and show considerable improvement in student achievement.
I Think I’m Falling in Love with This Novel
Authors: Greco Norma
Published: March 2024

High school teacher Norma Greco affirms the value of teaching literature as lived experience. As testimony to the importance that literature can have, she includes teaching suggestions and students’ reflections on Tess of the d’Urbervilles and Mrs. Dalloway.
Stepping into the Classroom: Inside or Out: Reflection Lets Us See More of Ourselves
Authors: Bigelow Terry Patrick , Vokoun Michael J.
Published: March 2024

“Stepping into the Classroom” shares innovative lesson ideas grounded in current literature or action research.
From the Secondary Section: Y’all Come on Down, Ya Hear?
Authors: Locklear Agathaniki (Niki) C.
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Snapshots: A Teachable Moment
Authors: Bigelow Terry Patrick , Ried C. A.
Published: March 2024

“Snapshots” offers insights about teaching and learning through teacher stories about a particular classroom event.
Backing into Ekphrasis: Reading and Writing Poetry about Visual Art
Authors: Moorman Honor
Published: March 2024

Teacher Honor Moorman explains an extended poetry lesson that connects art and poetry. Students perform published poems written in response or reaction to paintings as preparation for their visit to an art museum, where they emulate the professional poets in writing original poems about art. Sample poems show the effectiveness of this idea.
The 2005 Honor List: A Wealth of Books to Compare
Authors: Donelson Ken , Blasingame James , Nilsen Alleen Pace
Published: March 2024

The eight books on the 2005 Honor List were chosen by the authors of this article from those that had won prizes, including the Printz Award or the Newbery Medal, and that were most frequently listed as “best books” by committee members of the Young Adult Library Services Association and book review editors of such publications as the New York Times, School Library Journal, Book List, and Horn Book.
Teaching English in the World: Poetry and Pop Culture: Exploring America and Norway
Authors: Lindblom Kenneth
Published: March 2024

“Teaching English in the World” examines the teaching of English in a global context.
Speaking My Mind: Student Teaching at Ground Zero: One Muslim Woman’s Challenge
Authors: Atiyat Zareen Niazi
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
The Other Side of Terrorism and the Children of Afghanistan
Authors: Caillouet Ruth R.
Published: March 2024

Inspired by her son’s post-9/11 National Guard service in Afghanistan, Ruth R. Caillouet shares a curriculum unit she designed to help secondary students learn more about Afghanistan. She also suggests literature from across cultures and time periods to help students discuss what it means to be “at war.”
Beyond Mirrored Worlds: Teaching World Literature to Challenge Students’ Perception of “Other”
Authors: Qureshi Kiran Subhani
Published: March 2024

Reflecting on her experiences as a Muslim American high school English teacher, Kiran Subhani Qureshi says that after 9/11, students must read more literature that challenges their assumptions, values, and lifestyles. This article describes a course called Global Voices, which Qureshi has designed to help students become more aware of world cultures and encourage them to break down harmful stereotypes of Asian, African, South American, and European cultures.
New Voices: The Rules
Authors: Hunt Tiffany J. , Hunt Bud
Published: March 2024

“New Voices” raises questions, offers insights, and provides a forum for novice teachers to engage in the professional conversation surrounding the teaching of English.
Stepping into the Classroom: Finding a New Horse to Ride
Authors: Bigelow Terry Patrick , Vokoun Michael J.
Published: March 2024

“Stepping into the Classroom” shares innovative lesson ideas grounded in current literature or action research.
A Multidisciplinary Approach to Literacy through Picture Books and Drama
Authors: Burke Anne , Peterson Shelley Stagg
Published: March 2024

Anne Burke and Shelley Stagg Peterson argue that “picture books offer a medium for teaching visual and critical literacy across the curriculum.” To support this idea, they describe a multidisciplinary unit on World War II that pushes high school students to utilize visual and print literacies to analyze, comprehend, and relate to public events and private struggles from history.
Teaching with Passion, Learning by Choice
Authors: Moorman Honor , Dehart Brad , Flieger Richard , Gregory Nancy , Ozuna Liz , Perret Lindsey , Reed Donna , Stengel Amy , Valdés Lydia M.
Published: March 2024

Honor Moorman and her colleagues describe the enthusiastic response from high school students and teachers to the school’s annual tradition of English minicourses—mixed-grade-level classes that take the place of regular English classes for two weeks in the last half of the spring semester. Teachers are given an opportunity to teach a specific topic they feel passionate about, while students can choose the minicourse that sounds the most intriguing to them.
New Voices: How to Survive—and Thrive—as an English Teacher: Some Practical Suggestions
Authors: Hunt Tiffany J. , Hunt Bud
Published: March 2024

“New Voices” raises questions, offers insights, and provides a forum for novice teachers to engage in the professional conversation surrounding the teaching of English.
Teaching English in the World: Something to Speak About: Addressing Sensitive Issues through Literature
Authors: Lindblom Kenneth
Published: March 2024

“Teaching English in the World” examines the teaching of English in a global context
Personal Reading: Are you Listening?
Authors: Null Linda , Alfred Suellen
Published: March 2024

“Personal Reading” contains reviews of fiction and nonfiction books, with a special interest in multicultural works.
Bold Books for Teenagers: New Books for Teenagers: New Books from Favorite Authors
Authors: Gallo Don
Published: March 2024

“Bold Books for Teenagers” provides dynamic, informative viewpoints on important issues in publishing and teaching contemporary literature, especially literature for adolescents. Reviews of young adult literature also appear in this column.
So You’ve Been Asked to Advise a Student Publication
Authors: Ewell Janet
Published: March 2024

Writer’s workshops provide students with the appropriate processes they need to learn about publishing and First Amendment freedoms when collaborating on a school newspaper. High school teacher and journalism adviser Janet Ewell outlines the structures students can use for learning to find, research, develop, respond to, and reflect on story ideas.
How Coaching Forensics Made Me a Better Writing Coach
Authors: Williamson Lynette
Published: March 2024

High school teacher and forensics coach Lynette Williamson describes ways to teach writing—including on-demand essays—that draw on successful practices she developed in coaching. Students learn the importance of using personal conviction and qualified thesis statements to build arguments, as well as learning “The Debater Four-Step,” an effective concession and refutation technique.
From the Secondary Section: Meet Me in New York: The 2007 NCTE Annual Convention
Authors: Waff Diane
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
The Book Report, Version 2.0: Podcasting on Young Adult Novels
Authors: Rozema Robert
Published: March 2024

Rozema promotes the educational potential of the student-produced podcast—a genre with an authentic audience and out-of-school applicability. Podcasting allows students to cultivate creative, efficient writing when delving into literary works. Students write, revise, collaborate on, and produce book-talk podcasts about young adult novels such as Feed by M. T. Anderson.
Finding Space and Time for the Visual in K–12 Literacy Instruction
Authors: Hassett Dawnene D. , Schieble Melissa B.
Published: March 2024

Dawnene D. Hassett and Melissa B. Schieble contend that literacy instruction must include attention to the multiple ways in which print and visual images work together. They propose ways to update accepted reading strategies “with visual texts and new literacies in mind.” Using examples from picture books and graphic novels, they expand our understanding of how readers extend three cueing systems—graphophonic, semantic, and syntactic—to negotiate multiple levels of meaning in visual texts.
A New Perspective on Inquiry: A Case Study of Digital Video Production
Authors: Ranker Jason
Published: March 2024

Jason Ranker argues that struggling students need “opportunities to use print and produce meanings in diverse and multifaceted ways.” His case study of two fifth-grade girls who used digital video production to better understand aspects of the civil rights movement reveals ways in which multimodal literacy practices “can create new possibilities for literacy and inquiry learning.” A detailed description of their inquiry process and the product they created suggests that such work can be applied to learners of many ages and abilities.
In Search of a Hero, in Search of Self
Authors: Jolley Susan Arpajian
Published: March 2024

High school teacher Susan Arpajian Jolley vitalizes her British literature course by asking seniors to investigate, through an I-Search paper, the concept of heroism. Students research a historic or contemporary individual, drawing on their understanding of heroic literary figures previously studied, and interview family, community members, and others connected to their research. On their journey, the students continually revisit the question, What truly makes a person a hero?
Re-engineering the English Classroom, or Toward a More Supple Teaching Model
Authors: Hill Jeremiah
Published: March 2024

Based on the various metaphors we use to describe the work of teaching, high school teacher Jeremiah Hill articulates a new model—the teacher as creative professional. Hill urges educators to transform the “culture of teaching” by moving away from traditional expectations for classes and embracing connections that we discover among disciplines.
Speaking My Mind: The Tyranny of the Thesis Statement
Authors: Duxbury Alec R.
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
A Differentiated Vocabulary Unit for John Knowles’s A Separate Peace
Authors: Coulter Shannon E. , Groenke Susan L.
Published: March 2024

Shannon E. Coulter and Susan L. Groenke recognize that student differences in interests, learning styles, and readiness for certain knowledge necessitate individualized processes for effectively learning vocabulary. They offer strategies and word games that help students make meaningful connections and improve comprehension. They also give advice on what to consider when undertaking differentiated instruction for the first time.
Register and Charge: Using Synonym Maps to Explore Connotation
Authors: Crovitz Darren , Miller Jessica A.
Published: March 2024

To “help students think carefully about specific words and their uses,” Darren Crovitz and Jessica A. Miller conceive a diagram that visually expresses the spaces and ties between words. Students eagerly explore contextual connotations and defend subtle shifts in word meaning, discovering how time, use, and circumstance all influence meaning.
Vocabulary Instruction Goes “Old School”
Authors: Kail Suzanne R.
Published: March 2024

High school teacher Suzanne R. Kail and her students uncover the relevance of learning Latin and Greek roots to enhance vocabulary and spelling. Kail reflects on her experience of combining what might be seen as an old-school practice of memorization with promoting higher level thinking skills and anticipates what she will revise for the next school year.
D’oh! Using The Simpsons to Improve Student Response to Literature
Authors: Eikmeier Ginger M.
Published: March 2024

Students in Ginger M. Eikmeier’s high school classes link themes and terms from their readings to episodes of The Simpsons. Because students are already familiar with The Simpsons, Eikmeier believes that using the show supports students’ comprehension and retention by activating prior knowledge. Additionally, it shows students that she cares about their interests when designing the curriculum.
Moving to the Center: Disorientation and Intention
Authors: Wilson Maja , Niemczyk Michael
Published: March 2024

Maja Wilson and Michael Niemczyk advocate turning away from mandated writing toward learning environments that honor the messy, inner life of the writer. They explain the importance of disorientation in that it unsettles but nurtures the emerging intention of student writers, and they stress the need to return our attention to the heart and center of writing when assessing written work.
Mandates and the Writing Curriculum: Creating a Place to Dwell
Authors: Irwin Sarah , Knodle Cyndi
Published: March 2024

Sarah Irwin and Cyndi Knodle believe that by replacing the confines of content and form in writing instruction and assignments with ample “time and space for invention and arrangement, writing teachers can help to inspire student thinking rather than chopping it off to fit a required format.” They elaborate on students’ eagerness to be guided by a sense of discovery and interest, to dwell in discussion, and to question and consider ideas, rather than focusing on finishing the product.
New Voices: Overstandardization, or Killing the Process with the Process
Authors: Hunt Tiffany J. , Hunt Bud
Published: March 2024

“New Voices” raises questions, offers insights, and provides a forum for novice teachers to engage in the professional conversation surrounding the teaching of English.
Spiritualizing English: Another Dimension of Literacy
Authors: Nelms Ben F.
Published: March 2024

Ben F. Nelms argues for the necessity of civic literacy and responsibility, of educating students for citizenship. He urges educators to consider the visionary thoughts of James Moffett and others on spiritualizing teaching and learning—in particular, the idea of “[s]erving ourselves through serving our communities and redefining community in a global sense.”
A Conversation with Linda Christensen on Social Justice Education
Authors: Golden John
Published: March 2024

High school teacher John Golden interviews social justice educator Linda Christensen. Golden and Christensen begin by expanding on an understanding of social justice and a teacher’s role in the social justice classroom. They continue by addressing complicated issues of student empowerment, meeting state standards, and choosing appropriate texts and writing prompts for students. Christensen also shares her thoughts on how to set up an environment that supports social justice and encourages student empathy.
Teaching beyond Modernism and Postmodernism
Authors: Kohn Sheldon S.
Published: March 2024

High school teacher Sheldon S. Kohn probes the conflicting dynamics that occur for educators who try to provide students with appropriate tools for thinking and living in a postmodernist, intellectual world, yet who must teach in antiquated school systems that support modernist philosophies and hierarchical practices. Kohn imagines students and secondary English moving away from traditional scholarly approaches toward applied humanities made possible by emerging technologies.
Stepping into the Classroom: What Works Is What Works
Authors: Bigelow Terry Patrick , Vokoun Michael J.
Published: March 2024

“Stepping into the Classroom” shares innovative lesson ideas grounded in current literature or action research.
Personal Reading: Personal Reading
Authors: Null Linda , Alfred Suellen
Published: March 2024

“Personal Reading” contains reviews of fiction and nonfiction books, with a special interest in multicultural works.
Bold Books for Teenagers: An Abundance of Choices
Authors: Gallo Don
Published: March 2024

“Bold Books for Teenagers” provides dynamic, informative viewpoints on important issues in publishing and teaching contemporary literature, especially literature for adolescents. Reviews of young adult literature also appear in this column.
EJ in Focus: Energy and Enthusiasm: Don’t Start the School Year without Them
Authors: Mack Nancy
Published: March 2024

An esteemed teacher-scholar offers good-humored advice for staying fresh in the classroom.
Constructing Complexity: Using Reading Levels to Differentiate Reading Comprehension Activities
Authors: FitzPatrick Declan
Published: March 2024

An English teacher turned curriculum coordinator updates Hillocks’s reading levels to create a method for improving students’ reading comprehension and critical-thinking skills.
Adolescents and Texts: Overserved or Underserved? A Focus on Adolescents and Texts
Authors: Tatum Alfred W.
Published: March 2024

“Adolescents and Texts” focuses on adolescent literacy and the teaching of reading in high school and middle school.
From the Secondary Section: Living Authors Are All Around Us
Authors: Bass William
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Teacher to Teacher: How Has Your Own Work as a Writer Helped You as an English Teacher?
Authors: Dobson Meaghan Hanrahan , Gillespie Joanne S. , Fogle Andy
Published: March 2024

“Teacher to Teacher” provides a forum for teachers to share ideas, materials, and activities.
Ways to Join the Living Conversation about Young Adult Literature
Authors: Buehler Jennifer
Published: March 2024

Using Web resources and advice from YA authors, Buehler suggests myriad ways to get students engaged in book talks.
Living Authors, Living Stories: Integrating Local Authors into Our Curriculum
Authors: Newman Beatrice Mendez
Published: March 2024

Newman shows why it’s important to bring real authors to the classroom and demonstrates a variety of related student activities.
Echoes of Silence: Empathy and Making Connections through Writing Process
Authors: Freedman Joel M.
Published: March 2024

A secondary teacher describes an assignment that asks students to write in the voices of those embroiled in the tragic death of a gay young man.
Middlesex Meditations: Understanding and Teaching Intersex
Authors: Breu Christopher
Published: March 2024

Breu provides a personal narrative, information about intersex conditions, and curriculum ideas for teaching Middlesex.
Student Voices: How Can English Teachers Make Class More “Real” for Students?
Authors: Breau Hartley , Cathcart Rachel , Dunn-Daye Jennica
Published: March 2024

Students offer their perspective on authentic learning and teaching, developing real-world skills.
Poem: Field Trip
Authors: Woodsum Douglas Woody
Published: March 2024

“Poetry” features poems by teachers and professional poets.
Poem: Breaking Sod
Authors: Brown Bill
Published: March 2024

â€œPoetryâ€ features poems by teachers and professional poets.
Poem: For My Students, Who Are Incarcerated
Authors: Dieu Mindie
Published: March 2024

“Poetry” features poems by teachers and professional poets.
Poem: The Burning House
Authors: Chopson Kevin Marshall
Published: March 2024

“Poetry” features poems by teachers and professional poets.
Speaking My Mind: In Toxic Tongues: Our Battle with the Language of the Public
Authors: Fazzio Lauren
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts. Pp. 104-106.
Turn It On and Turn It Up: Incorporating Music Videos in the ELA Classroom
Authors: Rodesiler Luke
Published: March 2024

Music videos are great sources for narrative and social commentary and can serve as excellent prompts for student writing. Pp. 45-48.
Research for the Classroom: Oedipus Alive
Authors: Malley Joel
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. Pp. 95-99.
“What’s past . . .”
Authors: O’Brien Peggy
Published: March 2024

A former head of education at the Folger Shakespeare Library talks about how the library’s educational philosophy and 25-year-old educational program got its start.
Where to Be or Not to Be: The Question of Place in Hamlet
Authors: Golden John
Published: March 2024

The author of two books on teaching film in secondary English shows how to study significant theatrical elements in film versions of one of Shakespeare’s most-taught plays
Success with ELLs: A Decade of ESOL Experience in About a Thousand Words
Authors: Dailey Alex
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 Ebay-ification of Education: Critical Literacy in a Consumerocracy
Authors: Brannon Lil , Urbanski Cynthia , Manship Lacy , Arnold Lucy , Iannone Tony
Published: March 2024

Despite pressures to treat literacy as a commodity, a better version of critical literacy is available to teachers who strive for it.
Open Forum: “No Need for a Prefix on Published”
Authors: Wilcox Bonita L.
Published: March 2024

Editor Bonita Wilcox begins by identifying characteristics of published writers and encouraging those who hesitate to submit for publication, offering ELQ as a likely venue for that first step.
Changes and Expectations in English Education
Authors: Wilcox Bonita L.
Published: March 2024

Students are different than they used to be. Or, at the very least, they learn differently. But how has our teaching changed to match new needs, new resources, and new learning styles?
Our Visions of Possibility for Literacy: Visions of Possibility: Of Mice, Mealworms, and Men
Authors: Morgan Bruce
Published: March 2024

Tim O’Keefe, Rise Reinier and Kevin Gallagher, Bruce Morgan, Julia López-Robertson, Donna Santman, JoAnn Wong-Kam, Sharon Hill, and Linda Christensen provide short essays describing their personal visions of possibility about literacy and how they maintain that passion and vision. Across a range of contexts, they reflect on the ways in which their work with children and teachers connect to larger issues of literacy, language, inquiry, voice, and social justice.
Our Visions of Possibility for Literacy: The Values of Literacy
Authors: Santman Donna
Published: March 2024

Tim O’Keefe, Rise Reinier and Kevin Gallagher, Bruce Morgan, Julia López-Robertson, Donna Santman, JoAnn Wong-Kam, Sharon Hill, and Linda Christensen provide short essays describing their personal visions of possibility about literacy and how they maintain that passion and vision. Across a range of contexts, they reflect on the ways in which their work with children and teachers connect to larger issues of literacy, language, inquiry, voice, and social justice.
Under Construction: Voice and Identity Development in Writing Workshop
Authors: Cappello Marva
Published: March 2024

This article explores the ways three young students expressed their perceptions about literacy and investigates how their classroom identity shapes and is shaped by those perceptions. The ways in which positioning within a writing event and the classroom culture contributed to the development of writing voice and identity are examined. In addition, the article focuses on the influence of the classroom environment on voice through students’ opportunities for personal and intentional expressions.
"There’s Fire Magic, Electric Magic, Ice Magic, or Poison Magic": The World of Video Games and Adrian’s Compositions about Gauntlet Legends
Authors: Ranker Jason
Published: March 2024

An eight-year-old boy, Adrian, draws subject matter and formats for his writing from a new, digital medium: the video game.
Language Study in Teacher Education: Exploring the Language in Language Arts
Authors: Goodman Debra
Published: March 2024

This article describes the author’s efforts to engage teachers in language study in a graduate course involving graduate students in Literacy Studies and TESOL programs. In the course “Language, Culture, and Identity: Issues for Teachers and Children,” teachers study language like linguists: looking closely at language in use through in-class experiences and field projects, while informing their interpretations with readings and discussions. The author provides specific examples of whole class, small group, and individual inquiry into language variation and linguistic diversity, language learning, discourse, and language study in the classroom. Teachers describe how language studies challenge and expand their assumptions and beliefs and provide a linguistic knowledge base that informs classroom teaching. Through collaborative language studies involving systematic linguistic inquiry, teachers share expertise – becoming a community of teacher/linguist researchers.
Focus on Policy: Stances on Multilingual and Multicultural Education
Authors: Blackburn Mollie V. , Campano Gerald , Farr Marcia , Irizarry Jason , Nieto Sonia , Orellana Marjorie , Richardson Elaine , Troutman Denise , Valenzuela A
Published: March 2024

Nine leaders and educators draw on their expertise and experiences to offer a brief, informed perspective that teachers and researchers should consider as they face challenges to multicultural and multilingual education.
Children’s Literature Reviews: The 2006 Orbis Pictus Award Winner and Other Outstanding Nonfiction Books
Authors: Wilson Sandip , Avery Carol , Ford Kim , Hancock Marjorie , Louie Belinda Y. , Read Sylvia , Stephens Elaine
Published: March 2024

The 2006 Orbis Pictus Award winner, Honor Books, and Recommended Books are named, pictured, and reviewed.
In Closing …Teaching for Global Conversations
Authors: Campano H. Gerald
Published: March 2024

Gerald Campano celebrates the “improve[d] conditions for intellectual and ethical inquiry” represented by the bourgeoning diversity of our student populations. A mural by Eliseo Art Silva, “Coming to American and Making It Better,” adds visual punch to his point.
In Closing…Children’s Literature in a Post-Katrina World
Authors: Bedford April Whatley
Published: March 2024

The author reflects on the role of reading and the power of children’s literature to help children and families heal after the Hurricane Katrina disaster.
Research Directions: Re-Viewing NCLB through the Figured Worlds of Policy and Teaching: Creating a Space for Teacher Agency and Improvisation
Authors: Pennington Julie L.
Published: March 2024

No Child Left Behind has become a permanent fixture in the world of education. This paper seeks to use the construct of figured worlds as described by Holland, Skinner, Lachicotte, & Cain, (1998) to examine the ways policy makers and teachers navigate the world of literacy education. Viewing policy makers and teachers as participants in discrete communities, the theoretical position of figured worlds also allows for the possibility of re-viewing teachers’ positions related to NCLB as open to change. The notions of improvisation and agency are used to make spaces for teachers to rearrange the boundaries of their figured worlds and begin to shape the world of teaching from outside as well as from within.
Profiles and Perspectives: Voices from the Classroom: A School Profile
Authors: Johnston-Parsons Marilyn
Published: March 2024

This article features writing of a group of teachers - including several different grade level classroom teachers from an elementary school plus the special education teacher and the counselor - who came together for one year to journal about their feelings, thoughts, experiences, and struggles within the political reality of American public education. These stories give voice to some of the major themes and frustrations that other teachers, researchers, parents, and children have concerning No Child Left Behind.
Children’s Literature Reviews: No Child Left Behind: Literature That Captures What Standardized Tests Can’t Measure
Authors: Chatton Barbara
Published: March 2024

Because young people are the protagonists in their stories, and because they are written to give a sense of hope and inspiration for the possibilities life holds, children’s literature challenges the prevailing idea that it is success on reading tests that will determine success in life. The books that are reviewed in this section are selected because they focus on characters, young and grown, human and fantastic, who exhibit characteristics that cannot be measured on tests: courage, humanity, ingenuity, a sense of humor, and kindness. They tell readers of the power of family, of friendship, of most especially, of story, in their lives.
Profiles and Perspectives: Sifting through the Details
Authors: Brown Don
Published: March 2024

Author Don Brown discusses his writing process and the choices he makes when writing biographies for children.
Professional Book Reviews
Authors: Ek Lucila , Garza Esther
Published: March 2024

The diversity of current student populations calls for tackling the challenge of learning in a multi-faceted way. The three books discussed here provide resources and strategies for addressing the needs of culturally and linguistically diverse students, particularly in the area of language arts. However, the books make clear that there is no one solution, recipe, or strategy that can fully address all students’ learning needs. Instead, through research, case studies, and anecdotes from real life experiences, these books offer hope and possibilities that can help us continue to open the pipeline for culturally and linguistically diverse students.
Our Visions of Posibility for Literacy: Sustaining the Vision
Authors: O'Keefe Tim
Published: March 2024

Tim O’Keefe, Rise Reinier and Kevin Gallagher, Bruce Morgan, Julia López-Robertson, Donna Santman, JoAnn Wong-Kam, Sharon Hill, and Linda Christensen provide short essays describing their personal visions of possibility about literacy and how they maintain that passion and vision. Across a range of contexts, they reflect on the ways in which their work with children and teachers connect to larger issues of literacy, language, inquiry, voice, and social justice.
Spanglish as Literacy Tool: Toward an Understanding of the Potential Role of Spanish-English Code-Switching in the Development of Academic Literacy
Authors: Antonio Martínez Ramón
Published: March 2024

This article reports findings from a qualitative study of Spanish-English code-switching “or Spanglish” among bilingual Latina/Latino sixth graders at a middle school in East Los Angeles. Analysis of the data revealed significant parallels between the skills embedded in students’ everyday use of Spanglish and the skills that they were expected to master according to California’s sixth-grade English language arts standards. In particular, students displayed an impressive adeptnessat (1) shifting voices for different audiences, and (2) communicating subtle shades of meaning. It is argued that this skillful use of Spanglish could potentially be leveraged as a resource for helping students to further cultivate related academic literacy skills. The article concludes with a discussion of specific implications for how teachers might begin to leverage Spanglish as a pedagogical resource by helping students to recognize, draw on, and extend the skills already embedded intheir everyday use of language.
Announcing the Alan C. Purves Award Winner (Volume 43)
Authors: Yoon Haeny , Wilder Phil
Published: March 2024

The 2009 Alan C. Purves Award Committee is pleased to announce this years recipient, Rebecca Black, for “Online Fan Fiction, Global Identities, and Imagination,” which appeared in the May 2009 issue of Research in the Teaching of English.
Instructional Note: “The Most Annoying Assignment Ever”: Helping Composition Students Navigate New Vocabulary
Authors: McKnight Heal
Published: March 2024

The Context Journal helps students identify unfamiliar words and references, reproduce good text, explain their thinking, and fill in their vocabulary gaps, connecting the language they have now with the language they need to navigate academic texts.
Official and Unofficial Portraits
Authors: Meyer Richard J.
Published: March 2024

The official portrait of the students at Mesa Vista Elementary School (MVE) is the one composed of test scores, socioeconomic levels, and violence. Many of the teachers and students at the school, district administrators, and members of the community have appropriated this official portrait. In this article, I present some of the details of the official portrait and then introduce the idea of counterportraits as they were composed by some of the sixth-grade students, their teacher, and me. I conclude this article by considering ways in which counterportraits may influence how we consider students at risk.
Popular Culture as Possibilities, Paradigms, and Prerogatives for Literacy Learning: Giving Voice to Middle School Students
Authors: McKenzie Barbra , Lanphar Edie , Fitzsimmons Phil
Published: March 2024

This paper will argue that young children are rapidly becoming the â€œnew richâ€ in regard to engaging with, understanding and exploiting the many forms of popular culture. Children are tending to ignore school-based texts, engaging instead in reading texts that represent internalization of cultural understanding and require a new set of associated reading skills. In this presentation we aim to demonstrate and discuss the nature and elements of the new â€œsocietal literacyâ€ and the nature of the engagement with popular culture and community- based texts.
Creating Community through Storytelling
Authors: Coskie Tracy , Trudel Heidi , Vohs Rosemary
Published: March 2024

The authors explore the transformative powers of storytelling used to build community and literacy among a group of third graders and with members of the larger community outside the school.
Exploring Mystery in Fifth Grade: A Journey of Discovery
Authors: Sharp Claudia , Martinez Miriam , Maloch Beth , Roser Nancy , Burke Amy , Roach Audra , Zapata Angie , Russell Katie
Published: March 2024

An instructional framework that included the use of a touchstone text, literature circles, and independent reading and writing created a rich context for the study of mysteries in a fifth-grade classroom. Key points include a) the complexity of the touchstone text as a key factor in shaping the instructional goals in this genre study, and b) the complexity of the genre as a challenge for writing instruction, demanding careful teacher planning and scaffolding, in spite of the promise that the mystery genre holds for fostering rich reading instruction.
Raising “Hot Topics” through Young Adult Literature
Authors: Groenke Susan , Maples Joellen , Henderson Jill
Published: March 2024

While young adult literature increases adolescents’ motivation to read, and adolescents choose to read young adult novels over more canonical works when given opportunities to choose, the authors present yet another reason for teaching young adult literature in the middle school classroom: it provides a medium through which adolescents and their teachers can raise “hot topics,” and confront and grapple with the social contradictions and complexities that comprise adolescents’ lives. In this article, the authors describe three young adult novels and related activities they have used to raise the topics of disabilities, immigration, and racism in the language arts classroom.
Books for Young Adolescents: Books That Hook
Authors: Bird Shawn , Giles Vickey M.
Published: March 2024

Tackling controversial or sensitive themes can be an awkward and difficult endeavor, but with the help of young adult literature, adolescents have an opportunity to test the waters of difficult situations, relationships, and self-reflection through the experiences of a character they can relate to. Here are some titles that will appeal to different audiences so that each student might “find the journey to their true self a little easier.”
New Puzzles/Next Moves: Embracing Adolescent Literature: Actions for New Teachers
Authors: Shanklin Nancy
Published: March 2024

Shanklin offers new teachers, or others planning to incorporate adolescent literature into their teaching for the first time, several “action steps” that will make this potentially daunting process smoother and more productive. The bullet list looks like this: begin with short pieces of adolescent literature; match students and texts; teach reading and comprehension strategies; move students to longer texts; engage students in great discussion; gradually build an adolescent literature collection.
Professional Reading for Middle Level Educators: Young Adult Literature
Authors: Silvers Penny
Published: March 2024

Reviewed are Shattering the Looking Glass: Challenge, Risk, and Controversy in Children’s Literature by Susan S. Lehr; Interpretive Play: Using Critical Perspectives to Teach Young Adult Literature by Ann O. Soter, Mark Faust, and Theresa Rogers; Core Collection for Children and Young Adults by Rachel Schwedt and Janice DeLong.
Postcard from the Middle Level Section: Adolescent Literacy: What It Means for Today’s Educator
Authors: Stephenson Kerry
Published: March 2024

With the undeniable premise that students are more literate than ever outside the classroom, Stephenson offers ways to use plentiful NCTE resources to help them expand that literacy inside the classroom. From Web seminars (live and available in the bookstore) to the different strands available on Pathways to the plethora of position statements and policy briefs, NCTE is supporting you so that you can support your students on their journey to improved literacy.
Next Steps in the Journey: Diversity Brings Vitality: Lessons from International Literacy
Authors: Wilhelm Jeffrey D.
Published: March 2024

Wilhelm laments the “melting pot” metaphor that seems to represent the value American schools place on conformity. Preferring the Canadian metaphor of a “mosaic,” which embraces diversity as supporting vitality, Wilhelm asks us to infuse our teaching with a sense of curiosity and respect for cultures other than our own in order to appreciate what those differences mean for our understanding and our actions in the world.
Books for Young Adolescents: Expand—Don’t Shrink! Read!
Authors: Bird Shawn , Giles Vickey M.
Published: March 2024

“The more things change, the more they stay the same.” Students may be navigating new technologies, threats, and delights, but their lives hold many of the same challenges as they always have. Addressing topics from relationships to sports, from racism to religious persecution, these books address timeless themes.
New Puzzles/Next Moves: International Literacy Projects: Even for Beginning Teachers!
Authors: Shanklin Nancy
Published: March 2024

Shanklin describes how an international literacy project can fulfill educational goals prevalent in state and national standards—research and reasoning, critical thinking, the reading of ethnic and global literature, oral language and presentation skills. She identifies common fears about such projects and talks us through them toward resolution.
Books for Young Adolescents: Books That Will Get Them Talking
Authors: Bird Shawn , Giles Vickey M.
Published: March 2024

Books that engage students and promote meaningful talk are invaluable in the language arts classroom. The six young adult novels described here will encourage dialogue and give teachers an opportunity to guide productive and academic discussions through the safe distance of true-to-life characters.
Technology Toolkit: Talking about Media Literacy and Fair Use: A Conversation with Renee Hobbs
Authors: Hayes Sandy
Published: March 2024

In a conversation with Renee Hobbs, a leading authority on media literacy education in the United States, we learn about exciting new media options, how those options are being used by authors and in schools, and what we need to know about fair use to share these options with students.
Postcard from the Middle Level Section: The Power of Teacher Talk
Authors: Patterson Nancy
Published: March 2024

An early experience with isolated teaching taught Patterson the value of collegiality and professional conversation. She reminds us all that in an ironically isolating profession, there is help through NCTE, from conventions to the new Connected Community.
Stories along the Way: If Life Were a Movie, How Would You Write It?
Authors: Kittle Penny
Published: March 2024

An English language learner with a love of snowboarding and a battle with the written word … in English … finds inspiration, motivation, and success when he pairs his writing project with making a movie.
Student to Student: That Blurry Line between Science and Fiction
Authors: Ford Kim
Published: March 2024

We can see science changing our daily lives constantly. So what better theme for this month’s Student to Student than that wonderful and imaginative combination of science and fiction? Here are books to stretch the imagination and leave us wondering where that line is between what is and what might be.
PERILAKU INOVATIF GURU DALAM PEMBELAJARAN DI SMK NEGERI KOTA PADANG.
Authors: Ilmi Fauzatul , Gistituati Nurhizrah
Published: March 2024

Penelitian ini dilatar belakangi dari hasil pengamatan yang peneliti lakukan dibeberapa SMK Negeri Kota Padang, terlihat bahwa perilaku inovatif guru masih belum optimal. Penelitian ini bertujuan untuk mengetahui seberapa tinggi tingkat perilaku inovatif  guru dalam proses pembelajaran yang mencakup eksplorasi ide, menghasilkan ide dan implementasi ide. Ada 3 (tiga) pertanyaan yang dijawab dalam penelitian ini, yaitu: 1) seberapa baik perilaku inovatif guru  mengeksplorasi ide dalam pembelajaran di SMK Negeri Kota Padang; 2) seberapa baik perilaku inovatif  guru menghasilkan ide dalam pembelajaran di SMK Negeri Kota padang; 3) seberapa baik perilaku inovatif  guru mengimplementasikan ide dalam pembelajaran di SMK Negeri Kota Padang.

Jenis penelitian yang digunakan adalah deskriptif kuantitatif dengan populasi adalah seluruh guru SMK Negeri Kota Padang yang berjumlah 818 orang. Dengan sample 135 orang. Besarnya sampel ditentukan dengan menggunakan Cluster random sampling yaitu dengan sistem undian. Instrumen penelitian yang digunakan adalah angket dengan model skala likert tentang perilaku inovatif guru dalam proses pembelajaran yang berjumlah 30 item. Sebelum angket tersebut digunakan sudah terlebih dahulu di uji validitas dan reabilitasnya. Data yang terkumpul di olah dengan mencari skor rata-rata dan tingkat capaian rata-rata.

  Dari hasil pengolahan tersebut diperoleh bahwa perilaku inovatif guru di SMK Negeri Kota padang dari aspek inovatif guru di SMK Negeri Kota Padang dalam eksplorasi ide pembelajaran (merencanakan pembelajaran, melaksanakan pembelajaran, mengevaluasi pembelajaran). Menurut hasil penilaian guru skor rata-rata yaitu 4.28 dengan TCR (85.59%) kategori baik. Perilaku inovatif guru di SMK Negeri Kota Padang dilihat dari menghasilkan ide dalam pembelajaran (merencanakan pembelajaran, melaksanakan pembelajaran, mengevaluasi pembelajaran). Menurut penilaian guru skor rata-rata yaitu 4.14 dengan TCR (82.74%) kategori baik. Inovatif  guru di SMK Negeri Kota Padang di lihat dari implementasi ide guru dalam pembelajaran (merencanakan pembelajaran, melaksanakan pembelajaran, mengevaluasi pembelajaran). Menurut penilaian guru skor rata-rata yaitu 4.19 dengan TCR (83.80%) berada pada kategori baik.

 

Berdasarkan hasil penelitian penulis dapat ditarik kesimpulan bahwa 3 indikator dari 3 sub variabel yang penulis teliti mencapai kriteria baik dengan skor rata-rata 4,20.

Keywords: Perilaku Inovatif Guru