English Education, Vol. 41, No. 2, January 2009

Table of Contents

• The Editorial We: What’s in It for Me?

  Michael T. Moore

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

• NCTE Journals and the Teacher-Author: Who and What Gets Published

  Anne Whitney, Coeditor

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  Abstract: Intrigued by the paths by which K–12 classroom teachers come to publish articles about their work, Anne Whitney undertook a project to clarify the extent and character of contributions classroom teachers have made to three journals that have become the standard-bearers for scholarship directly applicable to language arts classrooms: Language Arts at the elementary level, Voices from the Middle at the middle school level, and English Journal at the secondary level.

  Keywords: College

• The Other Tradition: Populist Perspectives on Teaching Poetry, as Published in English Journal, 1912–2005

  Mark Faust and Mark Dressman

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  Abstract: In 2005 we began a comprehensive review of every article published in English Journal on the topics of poetry and its teaching since its first issue in 1912. Did high school English teachers and college professors in 1914 or 1945 or 1963 see the teaching of poetry as we see it today? Did they have similar problems and concerns? Is the sense of history that directs our own practice today accurate, or is a revision of that historical sense in order?

  Keywords: College

• Co-Learning Agreements in Research and Teaching: Another Approach to Collaboration in Teacher Education

  Diane Zigo and Regina Dunlavey Derrico

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  Abstract: This article looks at a research partnership between a high school English teacher and a university teacher educator, focusing on the impact of their work of co-teaching two integrated courses in the university’s teacher education program. Findings from a study conducted during their third year of working together were used to revise the course work during the authors’ fourth year of collaboration.

  Keywords: College

• Performing “Teacher”: A Case Study of a National Board Certified Teacher

  Tara Star Johnson

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  Abstract: In a longitudinal, cross-disciplinary study of teachers’ experiences with the National Board for Professional Teaching Standards (NBPTS) certification process in Georgia, discourse related to the notion of performance surfaced in the data in a variety of ways. A poststructural perspective suggests an explanation for how teacher performances are enabled and limited through what it means to be “teacher” in this society.

  Keywords: College

• Book Walk: Works That Move Our Teaching Forward: Developing Personal Literacies: Writing through Reading

  Nicholas Paley

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  Abstract: 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.

  Keywords: College

• Announcements

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  Keywords: College

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