English Education, Vol. 40, No. 3, April 2008

Table of Contents

• The Editorial We: What We Don’t Know

  Michael T. Moore

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  Abstract: Michael Moore introduces the articles in this issue.

  Keywords: College

• Seeing Like a Teacher

  Don Zancanella, Coeditor

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  Abstract: 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.

  Keywords: College

• What We Know about English Language Arts Teachers: An Analysis of the 1999–2000 SASS and 2000–2001 TFS Databases

  Lisa Scherff and Debbie L. Hahs-Vaughn

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  Abstract: In my current role as an English educator, I am alarmed to see too many promising beginning teachers leave the profession shortly after they start. While multiple small and/or case studies have examined the negative induction experiences of novice teachers, the profession is still not successful in lowering the attrition rate.

  Keywords: College

• Beyond Strategies: Teacher Practice, Writing Process, and the Influence of Inquiry

  Anne Whitney, Sheridan Blau, Alison Bright, Rosemary Cabe, Tim Dewar, Jason Levin, Roseanne Macias, and Paul Rogers

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  Abstract: Though it is now difficult to imagine any language arts teacher at any grade level not knowing about “the writing process,” many of the teaching practices employed in classrooms in the name of said writing process suggest that teachers may have different understandings about what the writing process entails as a model of writing and learning to write, conceptually or epistemologically.

  Keywords: College

• Productive Tensions: Student Teachers’ Handling of Sociocognitive Conflicts during the Classroom Discussion

  Yu Ren Dong

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  Abstract: Student teachers often find themselves in a dilemma when leading classroom discussions about texts. These conflicts may not necessarily be a reflection of student behavior or classroom management. Instead, they may be a sign of active engagement and students taking the challenge beyond their current knowledge level. These episodes of sociocognitve conflicts can be the “intellectual high point of the lesson” and have the potential of leading to true discussion and true learning.

  Keywords: College

• Book Walk: Works That Move Our Teaching Forward Ancestors in Literacy: Sixteen Reading Researchers

  Annamary Consalvo

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  Abstract: Shaping the Reading Field offers the reader a compilation of short biographies, chronologically and thematically arranged, of 16 influential reading “pioneers.” English teachers and educators interested in undertaking and promoting research as professional development will find examples, researcher narratives, and guiding frameworks.

  Keywords: College

• Announcements

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

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