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Commission on English Methods Teaching and Learning

Get Involved!

Attend the NCTE Annual Convention at the Gaylord National Resort on Friday, November 21 from 2:30-3:45 p.m. (Maryland B) and Saturday, November 22 from 2:45-4:00 p.m. (Annapolis 3) and join our discussions!

Commission Co-Chairs:
Samantha Caughlan, Michigan State University, East Lansing, MI

Laura Renzi, West Chester University, West Chester, PA

Commission Liaisons:
Cathy Fleischer, Eastern Michigan University, Ypsilanti, MI

Mission:
To inform membership regarding trends and issues in the design of English methods courses and their effect on teacher learning.

Current Projects:

  1. Our group has received a CEE Research Grant to continue the quantitative analysis into more inferential territory early next semester.  We are currently doing a qualitative analysis of the large collection of open-ended questions that were part of the survey.  This will help us refine the direction of the quantitative study. We are reporting on the progress of the study so far at the NCTE convention this fall.

  2. We spoke with Kent Williamson this summer on the possibilities for disseminating the results of the survey through the Council Chronicle and the NCLE website.  We are waiting to complete the analysis of the survey, and then we will be ready to publicize the work late in the spring of 2014 and into the summer.

  3. The efforts of the commission have been oriented towards this study for the past two years. At this meeting of the Commissions in Boston, we hope to solicit member input for possible next directions.  The group of five researchers who have done the bulk of the work so far will continue producing research papers and other publications on this work.  

A Note of Thanks

Our thanks to the many members of CEE and NCTE who responded to our survey this past year in order that we might develop a current picture of how English teachers are prepared to teach in 21st-century classrooms.  This survey asked questions about program structure, types of field experiences required, how methods courses are meeting the challenges of 21st-century classrooms, the response of programs to recent changes in the field, and the makeup of program faculty. We also collected examples of methods course syllabi for analysis.  As we complete our analyses of the survey and syllabi, we will be disseminating the results at NCTE and CEE conferences, in the Council Chronicle, and on associated websites.

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