English Education, Vol. 41, No. 3, April 2009

Table of Contents

• The Editorial We: What Is There about Change in This Issue of English Education?

  Michael T. Moore

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  Abstract: Editor Michael Moore talks about the new administration in Washington and what it might mean for education. Introducing the articles in this issue of English Education, he discusses what the Department of Education can learn from the work that these authors are doing.

  Keywords: English Education

• We’re Smarter Together: Building Professional Social Networks in English Education

  James Cercone, Coeditor

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  Abstract: Cercone's article highlights a model for collaborations that affect communities, universities, and staff development opportunities.

• “It Makes It More Real”: Teaching New Literacies in a Secondary English Classroom

  Nancy M. Bailey

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  Abstract: Bailey's research informs us of the social and cultural practice of literacy shaped by multiple design systems. Her study of one teacher's classroom shows that new literacies used as daily work, not as a "hook" to get students interested, along with authentic assessment tools, lead to deeper student learning.

• Writer, Teacher, Person: Tensions between Personal and Professional Writing in a National Writing Project Summer Institute

  Anne Elrod Whitney

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  Abstract: Whitney's case study of one teacher at a National Writing Project Summer Institute explores the tension between personal and professional writing, arguing that both are germane and integral in the development of a teacher of writing.

• Individual Goals and Academic Literacy: Integrating Authenticity and Explicitness

  Sarah W. Beck

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  Abstract: Beck presents a case study exploring tensions between explicit instruction in an era of standards and reform and authentic, inquiry-based teaching and learning. She finds that making the study of literature and writing more relevant and personal has the potential to unlock learning for many so-called struggling readers and writers.

• Biographical Orientations to Secondary English Teaching within a Mosaic Context of Diversity

  Allison Skerrett

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  Abstract: This article explores how the contexts of secondary English teaching in Ontario, Canada, interacted with one teacher's identity to produce teaching perspectives and practices that were monocultural in nature and limited in their multicultural and anti-racist emphases. In doing so, the article contributes to educational research that explores the range of factors that influence English teachers' educational practices.

• Announcements

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  Abstract: News of interest to CEE members and other teacher educators.

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