bluuebunny/crossref_metadata_2025 huggingface dataset:
Seeing Like a Teacher
Authors: Don Zancanella
Published: March 2024

As coeditor of the April 2006 issue of this journal, Tara Star Johnson wrote an eloquent essay in which she explored “the increasing bureaucratic pressure to mass-produce, homogenize and monitor students” as manifested in the No Child Left Behind Act and the NCATE accreditation process. The story I wish to tell parallels Johnson’s, and, I hope, adds to it in useful ways.
From Research to Practice: Recontextualizing the CLASS Program across Boundaries
Authors: Caughlan Samantha , Juzwik Mary M. , Adler Mary
Published: March 2024

As former middle and high school English teachers, secondary English teacher educators, and educational researchers, the authors were challenged to negotiate the worlds of their research center and the various schools where they worked with teachers. They used the CLASS system to mediate meetings between researchers and teachers participating in the CELA Partnership for Literacy study and learned that research tools can become â€œboundary objectsâ€ that facilitate movement between discourses.
Book Walk: Works That Move Our Teaching Forward: Developing Personal Literacies: Writing through Reading
Authors: Paley Nicholas
Published: March 2024

Central to any serious consideration about the development of a writing identity is the axiom that reading plays a fundamental role in such development. Nicholas Paley reinforces this principle by discussing three personal experiences with reading that were key in the formation of his own writing consciousness. The discussion of these experiences is organized in a non-sequential way in order to suggest the recursive, intertwined nature of reading’s power in the forming of a writing identity.
The Editorial We: Themed Issue on Critical Literacy Research with Urban Youth: Implications for Teaching and Teacher Education
Authors: Moore Michael T. , Kinloch Valerie
Published: March 2024

Editor Michael Moore and Guest Editor Valerie Kinloch preview this special themed issue on Critical Literacy Research with Urban Youth: Implications for Teaching and Teacher Education.
Cultural Citizenship and Cosmopolitan Practice: Global Youth Communicate Online
Authors: Hull Glynda A. , Stornaiuola Amy , Sahni Urvashi
Published: March 2024

Calls now abound in a range of literatures “philosophy, education, sociology, anthropology, media studies;” to reimagine citizenship and identity in ways befitting a global age. A concept predominant in many such calls is the ancient idea of cosmopolitanism. Refashioned now to serve as a compass in a world that is at once radically interconnected and increasingly divided, a cosmopolitan point of view remains resiliently hopeful, asserting that people can both uphold local commitments and take into consideration larger arenas of concern. This article animates theorizing about cultural citizenship, identity formation, and communication with an examination of what might be considered sites for cosmopolitan practice’ an online international social network and offline local programs designed to engage youth in representing themselves and interacting with the representations of others. Specifically, we report our initial research with a group of teenage girls in India, tracing their participation online and offline and their cosmopolitan imaginings of self and other. We hope that this work with young people worlds away geographically, culturally, and ideologically will speak to English educators in the United States who feel likewise compelled to support their students in developing twenty-first-century literacies’ both the technological competencies and the values, knowledge, and dispositions’needed to participate confidently and critically as citizens of local and global worlds.
Positioning Students as Readers and Writers through Talk in a High School English Classroom
Authors: Vetter Amy
Published: March 2024

This 5-month qualitative study investigates how one high school English teacher situated students as readers and writers within daily, spontaneous classroom interactions. Specifically, the author draws on positioning theory (van Langenhove & HarrÃ©, 1999) as a lens to analyze how the teacher navigated improvised responses during three separate literacy events to position students as engaged readers, capable writers, and members of a writing community. This approach construes that literacy learning is an identity process in which language is a powerful medium. Results from the study suggest that teachers must be sophisticated navigators of improvised interactions to facilitate the process of literacy learning. Vetter offers suggestions to teacher educators about how to implement critical analysis of classroom interactions and improvised responses to improve literacy instruction.
Developing Investigative Entry Points: Exploring the Use of Quantitative Methods in English Education Research
Authors: McGraner Kristin L. , Robbins Daniel
Published: March 2024

The authors share how statistics and quantitative methods can inform, compliment, and/or deepen out inquiries.
Merging Beliefs of Classroom Teachers and Teacher Educators
Authors: Milner Joseph O.
Published: March 2024

Joseph O. Milner explores a narrowing of differences between English teacher educators and classroom teachers. Using North Carolina as anational barometer for his action research, Milner cites the shifting attitudes of classroom teachers toward the shared values of English teacher educators, and he opens the door for similar research projects in other states.
Teaching Conventions in a State-Mandated Testing Context
Authors: Warne Bonnie Mary
Published: March 2024

High school teacher Bonnie Mary Warne had to find a way to address the language items on the state test without sacrificing a successful writing program. She used literature to help students understand and create powerful writing. In the process, students also learned the conventions they needed to know for the test.
“Somebody Died?” Using Grammar to Construct Meaning in Adolescent Literature
Authors: Stanford Barbara
Published: March 2024

Barbara Stanford observed that difficulties with comprehension were often caused by complex grammatical structures. Working with secondary school students who were reading several years below grade level, she identified specific problems and developed lessons to help struggling readers become proficient readers.
A Fresh Look at Sentence Fragments
Authors: Schuster Edgar H.
Published: March 2024

Challenging the idea that students should be taught to avoid all sentence fragments, Edgar H. Schuster investigated the abundant use of fragments in two volumes of The Best American Essays. He suggests ways students might learn to use fragments effectively.
Taking Time: Correctness: An Evolutionary Practice
Authors: Perry Tonya
Published: March 2024

“Taking Time” addresses challenges in teaching and curriculum that affect middle level education through focusing on the middle child in urban, rural, and suburban settings.
Tools for Teaching: Getting a Grip on Grammar Instruction
Authors: Ruggieri Colleen A.
Published: March 2024

“Tools for Teaching” "Tools for Teaching" helps you find the best print and electronic resources for teaching English language arts
From the Secondary Section: School Life
Authors: Manear John
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Literature: An Exercise in Futility or the Way to Save the World?
Authors: Halpin Brian F. , Brant Jordan , Campbell Keely , Christie Jonathan , Goldman Dan , Riendeau Michael , Sortino Phil , White Simon
Published: March 2024

High school students from an independent boarding school describe their attempts to find meaning and value in literature. Through creation of the Class Project, a trunk containing print and visual materials, students hope to connect with other students and teachers in discussions throughout the country about issues of race and class.
Toward “Moral Perfection”: Integrating Judiac Concepts and Benjamin Franklin’s Autobiography
Authors: Huff Dana
Published: March 2024

Teaching at a Jewish high school, Dana Huff wanted to incorporate Judaic concepts into her American literature curriculum. She used Benjamin Franklin’s “Moral Perfection” to highlight ideas of self-reflection and self-improvement. Students chose “one virtue to acquire or one vice to eliminate” and kept a daily journal of their successes and failures.
Teaching to Biological Gender Preferences in an All-Boys Catholic School
Authors: Bruemmer Katherine Hlavach
Published: March 2024

Basing her methods on current brain research about how males learn, Katherine Hlavach Bruemmer structured a literature unit by varying tasks throughout the block period and providing a selection of projects instead of a final test. Even the novel was chosen for its male-friendly themes.
Mom Dad Buddy and Sis Stories: A Drama and Fiction Writing Workshop
Authors: Whitney Jason
Published: March 2024

Jason Whitney created a writing workshop that put writing back in the high school classroom. Students collaborated on a dramatic scene involving four characters, developing characters’ personalities and relationships just as professional drama and fiction writers do. The students then read their scripts in class as publication of their work. The result was a workshop with a fun, supportive atmosphere where students learned to think of themselves as writers.
Research Matters: Learning from the Arts
Authors: VanDeWeghe Rick
Published: March 2024

“Research Matters” provides teachers with review and application of research that illuminates the daily concerns and activities of English language arts teachers and classrooms.
Teaching English in the World: A Literacy of Involvement: Bringing Together Service and Learning in Parochial Schools
Authors: Lindblom Kenneth
Published: March 2024

“Teaching English in the World” examines the teaching of English in a global context.
Personal Reading: One Man’s Will
Authors: Alfred Suellen , Null Linda
Published: March 2024

“Personal Reading” contains reviews of fiction and nonfiction books, with a special interest in multicultural works.
Writing Personal Shadow Poems to Understand Universal Themes
Authors: Huie Mary Lynn
Published: March 2024

Mary Lynn Huie wants students to understand common themes in diverse literary works. Using Nicolás Guillén’s “Ballad of the Two Grandfathers,” this high school teacher encourages her students “to resolve and embrace conflicts so that they might move beyond them.” They do this by writing personal shadow poems.
East of the River: Crossing Borders through Poetry in Middle Schools
Authors: Schwalb Nancy
Published: March 2024

Urban middle school students gain a passion for reading and writing poetry through weekly workshops started by teacher Nancy Schwalb. Specific teaching activities and students’ poems provide evidence of the power of a vision supported by creative thinking, community resources, and dedicated teachers.
The Blackbird and the Quest for Meaning
Authors: Wilkinson Rachel A.
Published: March 2024

High school teacher Rachel A. Wilkinson uses “Thirteen Ways of Looking at a Blackbird” to emphasize the importance of the journey to create meaning from a poem. In one class period, students learn that there are many ways to make sense of a complex poem.
Playing with Poetry’s Rhythm: Taking the Intimidation Out of Scansion
Authors: Cobb Barbara Mather
Published: March 2024

Students can better understand poetry when they recognize the importance of rhythm. Barbara Mather Cobb shares a scansion unit that uses Robert Frost’s “Stopping By Woods on a Snowy Evening.”
“Who Makes Much of a Miracle?” The Evolution of a School’s Poetic Culture
Authors: Strever Ian A.
Published: March 2024

In reviving his school’s poetry elective, high school teacher Ian A. Strever stimulated poetic discussion and creation across departments and in the community. He shares ways “to bring poetry to untouched corners of the school.”
Teaching English in the World: The Crucible and Drug-Sniffing Dogs
Authors: Lindblom Kenneth
Published: March 2024

“Teaching English in the World” examines the teaching of English in a global context.
Tools for Teaching: Reemerging from 9/11: Teaching in a World of Tragedy and Terrorism
Authors: Ruggieri Colleen A.
Published: March 2024

“Tools for Teaching” “Tools for Teaching” helps you find the best print and electronic resources for teaching English language arts.
Personal Reading: A Fine and Private Austen
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: Trusting Texts That Trust Students
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.
Wordplay: The Poem's Second Language
Authors: Figgins Margo A. , Johnson Jenny
Published: March 2024

Students’ relationships with language are likely to change when they are permitted to play with it, but teachers must construct multiple classroom situations for experimentation, and thus change, to take place. Margo A. Figgins and Jenny Johnson give several ideas for how to foster wordplay among students, describing use of eponyms, word invention, surrealist activities, and a word lottery to “cultivate more excited attitudes toward language study.”
Sex and Violence: Words at Play in the Shakespeare Classroom
Authors: Paquette Maryellen G.
Published: March 2024

Maryellen G. Paquette reveals the excitement and learning that can occur when high school students are presented with multiple opportunities to play. Activities that employ playful language and the whole body allow students to embody, name, and identify with complicated emotions and situations in Shakespeare’s plays. In addition, play can be effective preparation for success on the state test and in life.
Snapshots: Write Like You Talk
Authors: Gardner Traci
Published: March 2024

“Snapshots” offers insights about teaching and learning through teacher stories about a particular classroom event.
Speaking My Mind: The African American Read-In
Authors: Carter Stephanie Power
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
Making Research Matter
Authors: Roessing Lesley
Published: March 2024

Eighth-grade teacher Lesley Roessing designed an assignment that makes individual student research useful and accessible to the entire class. She outlines steps students take to create a guide to supplement their reading of Waiting for the Rain: A Novel of South Africa. She then builds on the research experience in another unit by addressing issues of style and voice through a collaborative research and creative writing project.
Why I Won’t Be Using Rubrics to Respond to Students’ Writing
Authors: Wilson Maja
Published: March 2024

Maja Wilson believes that efforts to standardize language through rubrics and generalized comments provide a disservice to students and undermine the power of the reading and writing experience. She advocates making use of our subjectivity as readers, conceding that her values cannot be standardized and often shift in response to interactions with students and their writing.
I’ll Have Mine Annotated, Please: Helping Students Make Connections with Texts
Authors: Brown Matthew D.
Published: March 2024

Matthew D. Brown asks students to enter into conversation with the texts they read, connecting personally to make meaning. The process of annotation—analyzing the purposes for annotation, brainstorming connections, developing ideas through peer feedback, and writing detailed responses to text—allows students to consider how active interaction between reader and text is vital to their understanding.
Interest for Writing: How Teachers Can Make a Difference
Authors: Lipstein Rebecca L. , Renninger K. Ann
Published: March 2024

Although interest plays a large role in motivation and confidence, we need a clearer understanding of how teachers and classroom practices can influence students’ interest for the act of writing. Rebecca L. Lipstein and K. Ann Renninger studied the perceptions of 178 students in grades 7, 8, and 9 to develop this understanding. They offer characteristics of students in four phases of interest and describe instructional approaches to meet students’ wants and needs.
Research Matters: Writing Policy and School Reform
Authors: VanDeWeghe Rick
Published: March 2024

“Research Matters” provides teachers with review and application of research that illuminates the daily concerns and activities of English language arts teachers and classrooms.
Stepping into the Classroom: Reminding Old Dogs of Old Tricks
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.
Speaking My Mind: The Importance of High School Debate
Authors: Hooley Diana
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
When English Language Arts, Basketball, and Poetry Collide
Authors: Baker W. Douglas
Published: March 2024

A former high school teacher’s reflections on the connections between basketball and poetry suggest the significance of extracurricular activities for teachers and students. W. Douglas Baker recounts how he guided students to make connections among “the collision of activities in their lives” by delving into the practices and discourses of three disciplinary communities—the basketball team, the Poetry Club, and the English classroom.
Facilitating a Summer Reading Book Group Program
Authors: Malin Ginger Goldman , Iacullo Christine , Drapatsky Melissa
Published: March 2024

Summer book groups enhance and sustain student literacy behaviors over the break, making available an enjoyable social forum for critical-thinking and critical-reading practices to occur naturally. Significantly, the book groups grant faculty and students an informal space to connect meaningfully through reflective discussion of texts.
Of Flattery and Thievery: Reconsidering Plagiarism in a Time of Virtual Information
Authors: Thomas P. L.
Published: March 2024

P. L. Thomas provides a framework for discussing plagiarism and calls on us to avoid overly simplified policies. After considering various perspectives on intent and the purposes of documentation, Thomas advocates developing standard definitions and guidelines for plagiarism in the department or the classroom. We should also offer professional development opportunities to help teachers transfer abstract concepts of plagiarism to classroom instruction, discussion, and assignments.
Snapshots: Can I Give You a Hug?
Authors: Mazur Angela
Published: March 2024

“Snapshots” offers insights about teaching and learning through teacher stories about a particular classroom event.
Illuminating Chaucer through Poetry, Manuscript Illuminations, and a Critical Rap Album
Authors: Lynch Tom Liam
Published: March 2024

Drawing connections between Chaucer, Eminem, and social issues, New York City high school teacher Tom Liam Lynch helped students become familiar with The Canterbury Tales. Students wrote poems of rhymed couplets about today’s social and political issues, created illuminated manuscripts, and recorded a rap CD. A book and album were published for wider distribution.
The Art of Imitation
Authors: Shields J. Scott
Published: March 2024

Applying his experiences teaching photography to teaching English, high school teacher J. Scott Shields cultivates students’ original writing by promoting imitation. Students learn to develop their literary voices by crafting verse-narratives that mimic the character, plot, and stylistic devices of Dante and Chaucer.
From the Secondary Section: “Story” Redefined: Lessons I Have Learned from My Son
Authors: Wyhe Tamara L. C. Van
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Using Customer Reviews to Build Critical Reading Skills
Authors: Rice Mary
Published: March 2024

Junior high school teacher Mary Rice designs a consumer research unit that cultivates students’ critical reading and thinking skills. As students learn how to develop and revise criteria for evaluating the reliability of online information, they read customer reviews, research products, and present their findings orally.
Viva la Revolución: Transforming Teaching and Assessing Student Writing through Collaborative Inquiry
Authors: Fanning Molly , Schmidt Brigid
Published: March 2024

Considering how to better assess student writing, middle school teachers Molly Fanning and Brigid Schmidt revolutionize their conception of themselves as teachers. They challenge all educators to become what Henry A. Giroux calls transformative intellectuals by identifying as writers, practicing collaborative inquiry, and sharing their work with peer audiences.
What Classroom Technology Has Taught Me about Curriculum, Teaching, and Infinite Possibilities
Authors: Rochette Laura Christine
Published: March 2024

The availability of new technology and a willingness to experiment led Laura Christine Rochette to re-imagine a successful high school English curriculum. A SMART Board, individual laptop computers, and blogs became essential tools to enhance the learning of all students and to renew her excitement about teaching.
Dripping with Literacy, a Jazz-Fueled Road Trip, a Place to Breathe
Authors: Zancanella Don
Published: March 2024

Don Zancanella challenges us to step away from the everyday tasks of teaching English to reimagine the larger idea, asking, “What should high school English be?” Eight teachers, researchers, and writers briefly answer this question, offering their versions of what high school English could be.
Coming to Teaching
Authors: Romano Tom
Published: March 2024

In this chapter from his forthcoming book, Tom Romano reflects on the zigzag path that he has followed in making a life for himself in teaching.
Christ and Cleavage: Multiculturalism and Censorship in a Working-Class, Suburban High School
Authors: Gorlewski Julie
Published: March 2024

High school teacher Julie Gorlewski considers the complexities of multicultural education and the challenges of realizing its potential as a social movement. She explains how students became “powerful users of language” by writing to the editors of their literature anthology to question what appeared to be censorship through alterations to text and an image.
Teaching Challenged Spellers in High School English Classrooms
Authors: Sipe Rebecca Bowers
Published: March 2024

Rebecca Bowers Sipe describes the experiences of challenged spellers and recommends a range of strategies for helping students take responsibility for their spelling. She suggests that teachers begin by observing samples of students’ writing and weaving in skills lessons related to the needs observed.
From the Secondary Section: Our Mandate as Teachers in a Democracy
Authors: Younker Keith
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Uniting the Disparate: Connecting Best Practices and Educational Mandates
Authors: Coke Pamela K.
Published: March 2024

Pamela K. Coke observes two high school English teachers who carry out practical assessments that supply them with an understanding of student achievement. The strategies used, such as Socratic seminar, book club meetings, and sticky notes, provide constructive information about what students are able to do and help identify ways such practices translate into students’ demonstrating their knowledge on standardized tests.
Speaking My Mind: Ethics and Teaching English Language Arts: An Exploration
Authors: Duggan Timothy J.
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
Risky Business: Whose “Right Thing” Are We Talking About?
Authors: Monseau Virginia R.
Published: March 2024

Questioning the dichotomy of right and wrong, Virginia R. Monseau explores the tensions that arise from choices teachers make when trying to “do the right thing.” From warning teachers about difficult students to presenting sensitive materials that challenge student belief systems, Monseau advises educators to pay close attention, showing how their choices can affect student learning positively and negatively.
From the Secondary Section: Meet Me in San Antonio!
Authors: Waff Diane
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Everything I Need to Know about Teaching I Learned from Beowulf
Authors: Caillouet Ruth R.
Published: March 2024

With wit and humor, frequent EJ author Ruth R. Caillouet draws on an ancient warrior to offer tips to new and experienced teachers on how to survive our battles—and even win some!
Activities to Create Yearlong Momentum
Authors: Berger Molly
Published: March 2024

Using popular culture and multimedia technology, Molly Berger’s beginning-of- the-year assignments engage her high school English students in building skills and concepts they’ll use all year.
Mentoring Matters
Authors: McCann Thomas M. , Johannessen Larry
Published: March 2024

“Mentoring Matters” focuses on effective ways to support new English teachers and student teachers.
Homework and the Gradual Release of Responsibility: Making “Responsibility” Possible
Authors: Fisher Douglas , Frey Nancy
Published: March 2024

Combining practical suggestions with references to research, Fisher and Frey help teachers encourage students to take ownership of their assignments.
Advanced Placement Courses Put the Squeeze on English Electives
Authors: Daddone Peter
Published: March 2024

Why is enrollment in his successful journalism course waning? This school newspaper adviser gets the story.
Off the Shelves: Catch a Rising YA Star
Authors: Letcher Mark
Published: March 2024

“Off the Shelves” discusses new young adult literature and explores ways of teaching YA texts in middle and high school English classes.
Speaking My Mind: Prompt Attention: What I Learned from the Plagiarists
Authors: Gilmore Barry
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
Speaking My Mind: Stupid Questions
Authors: Hudson Jeffrey
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
Reading and Becoming Living Authors: Urban Girls Pursuing a Poetry of Self-Definition
Authors: Wissman Kelly
Published: March 2024

Wissman uses the poems of living women authors to help her students develop their own poems.
Fact and Fiction: Modeling the Research Practices of Fiction Writers
Authors: Hammond Diana
Published: March 2024

Some of the best fiction writing requires careful research. Hammond uses fiction to rethink traditional approaches to teaching research.
From the Secondary Section: What What’s to Love in Philadelphia? The 2009 NCTE Annual Convention
Authors: Porter Wanda
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Speaking My Mind: Stop Reading Shakespeare!
Authors: Spangler Susan
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
Teacher to Teacher: What Value Do Side-by-Side or Parallel-Text Editions Such as No Fear Shakespeare or Shakespeare Made Easy Have in a Classroom?
Authors: Franco Scotese Caitlin Joseph R.
Published: March 2024

“Teacher to Teacher” provides a forum for teachers to share ideas, materials, and activities.
Teaching Shakespeare with YouTube
Authors: Desmet Christy
Published: March 2024

Shakespeare’s presence on YouTube offers great opportunities to teach the aesthetics of imitation, parody, and irony.
Research for the Classroom: Teachers Practicing Research
Authors: Gorlewski Roberts Julie Mike
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.
EJ in Focus: Imagining a Place for Creative Nonfiction
Authors: Hesse Douglas
Published: March 2024

Taking literary license can make nonfiction writing as imaginative as fiction, poetry, and drama.
Rethinking a Writing Teacher’s Expertise: Following Students under the Kitchen Table
Authors: Wilson Maja
Published: March 2024

To be effective responders to student writing, teachers must let the students lead the way.
English Leadership Quarterly
Authors: Groenke Susan L. , Scherff Lisa
Published: March 2024

Susan L. Groenke and Lisa Scherff introduce their first issue with thanks to their predecessor Bonita Wilcox, whose last themed call on Literacy Learning in Alternative Schools is an important and timely choice. The issue highlights three very different perspectives on alternative learning programs. The first, from assistant principal John Poole, considers what alternative schools can provide in the way of literacy learning opportunities that regular schools cannot.
Our Visions of Possibility for Literacy: Keeping a Social Justice Vision in the Land of Scripted Literacy
Authors: Christensen Linda
Published: March 2024

Linda Christensen, et al., provides 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.
A Letter from a First-Year Teacher to Her Students
Authors: Hunter Melanie
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.
Children’s Identities as Readers and Writers
Authors: Braccio Danielle
Published: March 2024

A second grade teacher shares the reflections of second graders on their identities as readers and writers through a photo essay.
Our Reflections on Writing for Publication
Authors: Ballenger Rebecca , Kaser Sandy , Kauffman Gloria , Schroeder Jean , Short Kathy G.
Published: March 2024

The outgoing editorial team of Language Arts reflect on their insights about writing a manuscript for submission to a journal. They focused on patterns in the suggestions of reviewers and in their editorial letters over a five year period of time. They discuss the range of decisions to consider related to planning and writing a draft and then revisiting and reshaping that draft before submitting it to a journal for review. Examples from articles published during their editorship are used to discuss the range of alternatives for each decision.
Reading Corner for Children: Children's Voices about Literacy and Language
Authors: Laminack Lester L. , Bell Barbara H.
Published: March 2024

In this, our final column, we offer a small collection of books that can expand the options you present to your students. It has been our honor and great pleasure to read through the hundreds of books available, select those that best fit the theme/focus of the issue, and share our selections with your and your students.
Proceed with Caution: Using Native American Folktales in the Classroom
Authors: Reese Debbie
Published: March 2024

The author contrasts picturebook retellings of Native tales with the original stories to illustrate that selecting Native American folktales for use in the classroom is a more complex task than simply pulling a book off the shelf.
Children’s Literature Reviews: Read-Alouds Worth Remembering
Authors: Bandré Patricia E. , Colabucci Lesley , Parsons Linda T. , Son Eun Hye
Published: March 2024

The reviewers have selected books that acquaint students with exceptional writing, allow them to hear beauty, cadence, and precision of language, and explore the world through the lives and experiences of the characters.
In Closing …Voices of Inclusion
Authors: Atkison Lauren , Sarnacki Stephanie , Wilson Melissa , Basford Candee , Mitchell Rio
Published: March 2024

This final page is a compilation of voices—including teachers in a preschool for children with special needs, parents of children with special needs, and a child—who remind us of the importance of creating truly inclusive educational settings.
Literacy, Logic, and Intuition
Authors: Jaeger Elizabeth
Published: March 2024

The author calls into question whether learning to read and write is an exclusively logical and systematic process in which the child moves step-by-step from part to whole, as it is frequently presented in “scientific” reading research. She examines research on different types of intuitive behavior and suggests parallels in the development of literacy. She ends with suggesting ways that teachers can help facilitate intuitive awareness in literacy for their students. Such changes, she argues, will assist students’ reading and challenge the top-down control of teaching.
Children’S Literature Reviews
Authors: Vardell Sylvia M. , Oxley Peggy , Heard Georgia , Kristo Jan , Spivey Gail Wesson , Wong Janet , Woolsey and Dan
Published: March 2024

The NCTE Committee on Excellence in Poetry Award is charged with “exploring ways to acquaint teachers and children with poetry.” One way of doing that is to highlight the wonderful poetry being published for children each year, calling attention to new titles and new poets that children are sure to enjoy. Thus, our committee decided to highlight some of the best poetry books published during our committee’s three-year tenure, 2003-2006. This column is our selection of the 10 best poetry books published during each of those three years, based on the criteria for excellence for the award itself: literary merit, imagination, authenticity of voice, evidence of a strong persona, universality and timelessness, and appeal to children.
Research on Literacy in Diverse Educational Contexts: An Introduction
Authors: Kinloch Valerie , Ball Arnetha , Fránquiz María
Published: March 2024

This issue’s guest editors indroduce the issue.
Preparing Future Faculty: Ten Years Later
Authors: Murphy Sean P. , Aiossa Elizabeth , Winter Mary Mugica
Published: March 2024

This article describes the evolution of a program for preparing future two-year college faculty in the context of the academy writ large and from the perspectives of the program’sfounder, the department chair who contributed to the program’s success, and a program participant turned full-time tenured faculty member.
Re-placing Lit in Comp II: Pragmatic/Humanistic Benefits
Authors: Raymond Richard C.
Published: March 2024

This essay describes a pedagogy designed to re-place literature in research-based writing courses without sabotaging the primary purpose of such courses, teaching studentsto find personally and culturally important questions and to report their answers in documented academic writing.
Variations in Assessment, Variations in Philosophy: Unintended Consequences of Heterogeneous Portfolios
Authors: Principe Ann Del
Published: March 2024

Teacher-assessors face particular challenges when working with portfolios containing both revised and timed student writing.
Instructional Note “What’s My Angle Here?” An Exercise in Invention
Authors: Engbers Susanna Kelly
Published: March 2024

When profiling a place, students typically struggle to generate an effective thesis; a class session that includes carefully tailored prompts for invention can help.
Reflective Writing and Life-Career Planning: Extending the Learning in a Learning Community Model
Authors: Nownes Nicholas , Stebleton Michael
Published: March 2024

This essay recounts the authors’ experiences as community college faculty members in a learning community linking first-year composition with a class in life-career planning and development.
Assessing Collaborative Writing in Nontraditional and Traditional First-Year College Writing Courses
Authors: Daemmrich Ingrid G.
Published: March 2024

This study assesses the benefits and drawbacks of assigning a collaboratively written midterm paper in nontraditional and traditional introductory college composition courses. Students’ responses suggest a radically different model to be tested in the future.
“Where I’m From”: One Poem, Many Journeys
Authors: Till Susan S. , Miller Erin T.
Published: March 2024

Two college professors in different settings and with dissimilar groups of students explored â€œthe place of languageâ€ in homes and communities as their students wrote poems modeled on George Ella Lyon’s â€œWhere I’m From.â€ The simple format and familiar experiences of Lyon’s poem created an accessible model for students to think deeply and write authentically about their cultural backgrounds.
How Can You Motivate High School Seniors in an English Class?
Authors: Maloney Dana , Taylor Monica
Published: March 2024

Dana Maloney and Monica Taylor share Maloney’s experience of using real-world problems to transform the traditional research process and motivate a group of high school seniors to critically understand their worlds.
Stories along the Way: Reasons to Fish
Authors: Kittle Penny
Published: March 2024

Kittle remembers—with fondness and latent nervousness—sitting patiently as Don Murray, a writer and teacher extraordinaire, read something she had written. As she waited for his response, and used his comments and questions to push her thinking, she came to appreciate again the value of conferencing. Through her captured memory, she encourages teachers to take the time to conference with students, even if you don’t always know what to say.
Bumps in the Road: Let’s Not Leave Advanced and Gifted Readers “Behind”
Authors: Weber Christine , Hedrick Wanda
Published: March 2024

Weber issues a challenge to teachers grappling with the demands (and failures) of NCLB, and asks them to make certain that advanced and gifted readers are not left behind. To that end, she shares characteristics of gifted readers, ways to support them, and tips for teaching that will result in doing “a much better job of providing appropriate levels of challenge for all students.”
Becoming Jordan’s Writers: Developing Powerful Writing Instruction in the Middle East
Authors: Lehman Christopher , DeLiddo Emily
Published: March 2024

The United States involvement in the Middle East has been prominent in our recent national history, sometimes clouded by myths and misrepresentations of the people of that region of the world. This article details the experiences of teacher-researchers working with teachers and students in Amman, Jordan, to develop powerful English writing workshops. Through their interactions, the authors' discovered how writing can bring people together, essentially diminishing the space between cultures. They describe what the vibrant students of Amman have taught them about the teaching of writing to second language learners.
Stories along the Way: of pizza and poetry and writing that matters
Authors: Kittle Penny
Published: March 2024

“This is the writing that lasts; this is the writing we work for.” So ends Kittle’s memory of an evening “writing party” at her elementary school one cold winter evening. Families gathered to write about recollections, hopes, opinions . . . becoming closer to their own thoughts and each other in the process.
Bumps in the Road: Dyslexia and Writing: Why Are So Many Instructional Plans One-Dimensional?
Authors: Prior Lori Ann , Hedrick Wanda
Published: March 2024

Prior, a mother of two children with some level of dyslexia, questions why so many instructional plans neglect writing intervention strategies. Reading and writing are closely interconnected, and a child who struggles with reading may well require help with writing, but too often the “help” consists of accommodation, not instruction. Research seems as unbalanced as practice in this regard. The author offers several suggestions for addressing this problem, with a focus on individualized writing instruction.
Postcard from the Middle Level Section
Authors: Stephenson Kerry R.
Published: March 2024

Literacy is a human right. This simple premise is the foundation for several NCTE motions. Stephenson identifies them and reminds us that literacy is directly connected to issues concerning quality of life. We need to be prepared to teach all students; www.readwritethink.org can help.
One Question Leads to Another: The Value of Talk in the Choral Reading of Poetry
Authors: Trousdale Ann , Bach Jacqueline , Willis Elizabeth
Published: March 2024

This qualitative study of sixth graders in a language arts classroom explores how interpreting poems for choral reading deepened, enriched, and expanded their interpretations of poetry. Key factors in the process included students’ sense of freedom to interpret poetry in multiple ways, listening to their own and others’ voices speaking the lines of the poems, intimacy and trust developed in small-group work, and the opportunity to express their feelings through performance of the poems.
Stories along the Way: one boy, one book, one principal
Authors: Kittle Penny
Published: March 2024

This inspiring snapshot of a principal’s impact on one “lost” student is motivation for every teacher to look past the daily pressures and mandates and see the students we have a chance to help each day. Kittle watches the positive interaction taking place in the principal’s office and says, “I leave his office determined to work harder.”
Professional Reading for Middle Level Educators: Technology and Literacy
Authors: Silvers Penny
Published: March 2024

Reviewed are Engaging the Eye Generation by Johanna Riddle; Teaching Teens and Reaping Results (in a Wi-Fi, Hip-Hop, Where-Has-All-the-Sanity-Gone World) by Alan Sitomer; Text Me a Strategy: How to Encourage Students to Develop Skills They Need to Become Independent Learners by Kathy Paterson; Teaching the New Writing: Technology, Change, and Assessment in the 21st Century Classroom by Anne Herrington, Kevin Hodgson, and Charles Moran.
Kolaborasi antara Guru Bahasa Arab, Orang Tua dan Terapis dalam Mendukung Pembelajaran Bahasa Arab Anak Berkebutuhan Khusus di Sekolah Inklusi
Authors: Hasan Laili Mas Ulliyah , Nurharini Firdausi , Hasan Izzah Nur Hudzriyah
Published: March 2024

This research explores the role of collaboration between teachers, parents and therapists in supporting Arabic language learning for children with special needs in an inclusive school environment. Through a qualitative approach, data was collected through in-depth interviews with Arabic teachers, students' parents, and therapists involved in the learning process. The findings show that effective collaboration between the three parties is the key to success in facilitating Arabic language learning for children with special needs. Factors such as open communication, understanding students' individual needs, curriculum adjustments, and emotional and social support have proven important in creating an inclusive learning environment that supports the growth and language development of children with special needs. The practical and pedagogical implications of this research highlight the importance of interdisciplinary collaboration and support the role of each stakeholder in strengthening Arabic language learning in inclusive schools. This research contributes to further understanding of collaborative strategies that can be implemented in inclusive education contexts to support children with special needs in achieving progress in their Arabic language.
Ketidakmampuan Siswa dalam Mengatasi Permasalahan Konseptual Setelah Menyelesaikan Soal Simulasi Asesmen Momentum dan Impuls
Authors: Ambarwulan Diah
Published: March 2024

Abstract

Should work on formative assessments and summative assessment simulations can provide an overview of solving conceptual problems for students. So this study has the aim of finding a relationship between problem-solving done in students' physics textbooks with students' conceptual understanding. The number of questions that students completed on momentum and impulse material is estimated to be around 50 to 100 questions with an average of about 75 questions. Based on the teaching experience found in six classes (grade 10 of senior high school), students do not experience much difficulty in using physics formulas. However, it was found that they still had conceptual problems and there was a relationship between the number of questions worked and conceptual understanding. Because momentum and impulse are vector quantities, students have problems mastering vectors (direction). so that after being explored it turns out that students have conceptual problems in solving problems involving the direction of object movement, especially for objects that experience two conditions before and after the collision. So it is concluded that solving problems using traditional textbooks has a limited effect on conceptual understanding.

Abstrak

Sebaiknya pengerjaan asesmen formatif dan simulasi asesmen sumatif dapat memberikan gambaran pemecahan masalah konseptual bagi siswa. Maka penelitian ini bertujuan untuk menemukan hubungan antara pemecahan masalah yang dikerjakan dari buku teks fisika siswa dengan pemahaman konsep siswa. Jumlah soal yang diselesaikan siswa pada materi momentum dan impuls diperkirakan sekitar 50 hingga 100 soal dengan rata-rata sekitar 75 soal. Berdasarkan pengalaman mengajar di enam kelas (kelas 10 SMA), siswa tidak mengalami banyak kesulitan dalam menggunakan rumus fisika. Namun, ditemukan bahwa mereka masih memiliki masalah konseptual dan ada hubungan antara jumlah soal yang dikerjakan dengan pemahaman konsep siswa. Karena momentum dan impuls merupakan besaran vektor, umumnya siswa kesulitan menguasai permasahan yang berhubungan dengan vektor (arah). Sehingga setelah dieksplorasi ternyata siswa memiliki masalah konseptual dalam menyelesaikan masalah yang menyangkut arah gerak benda, khususnya untuk benda yang mengalami dua kondisi sebelum dan sesudah tumbukan. Jadi disimpulkan bahwa pemecahan masalah dengan menggunakan buku teks tradisional memiliki efek terbatas pada pemahaman konseptual.
Empowering Community Legal Awareness in The Utilization of Mining Natural Resources and Environmental Protection
Authors: Ilyas  , Ichsan Nursyamsi , Nasir Citra , Hasmiati Attas Nasrah , Eka Saputra Tri
Published: March 2024

The problem phenomenon is that people in various regions (provinces, districts/cities, sub-districts, villages/sub-districts) tend to still face legal awareness problems, especially in the use of natural resources (SDA) for matters and interests of mining business and investment activities. This is characterized by a low lack of legal knowledge and understanding, especially regarding the regulatory provisions regulated in the Mineral and Coal Mining Law No.3 of 2020 and the PPLH Law No.32 of 2009. As a result of this situation and condition, many community members do not have a legal attitude and clear patterns of legal behavior, are unable to differentiate between acts and actions that are permitted and prohibited in the use of natural resources, and do not know the rights and obligations and responsibilities in managing mining businesses, and not knowing the categories of administrative and criminal violations and others. This training aims to determine the level of legal awareness of the community before carrying out activities in Mosiku Village, Batu Putih District, and North Kolaka Regency and to build a joint commitment to empowering legal awareness in using mining natural resources and environmental protection. The output of this activity is the availability of a model for empowering community legal awareness in the utilization of mining natural resources and environmental protection.