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English Education, Vol. 45, No. 1, October 2012

Cover Art for English Education, Vol. 45, No. 1, October 2012

Table of Contents

  • Opening the Conversation: With Whom Might We Partner? For What Ends? In What Contexts? With What Reach?

    Leslie S. Rush, Lisa Scherff , Ashley L. Davis, and Becky Pearce

    Abstract: In this editorial, we asked two experienced English teachers to provide responses to the two research articles in this issue. In this way, all of the pieces in the issue point to the importance of collaboration for different stakeholders in English teacher preparation.

  • “Anything Could Happen”: Managing Uncertainty in an Academic Writing Partnership

    Anne DiPardo, Sara Staley, Makenzie Selland, Adam Martin, and Olivia Gniewek

    Abstract: This article describes a writing partnership that involved university preservice teachers and ninthgradestudents enrolled in an integrated social studies/language arts class. While the high schoolstudents found the experience exciting and satisfying, the preservice teachers expressed anxietiesand concerns as they endeavored to foster academic literacies. We conclude with reflections onthe challenges of preparing a new generation of English educators to teach writing in rich andmeaningful ways where they have not themselves benefited from such experiences in their own“apprenticeships of observation.”

  • English Education 2.0: An Analysis of Websites That Contain Videos of English Teaching

    Michael Bruce Sherry and Robert Tremmel

    Abstract: In this article, we address how websites intended for ELA teachers encourage user participation and what kinds of English education these sites promote or exclude. We selected sites based on assumptions drawn from interactional sociolinguistics as well as additional criteria that developed during our search. Our analysis focuseson the George Lucas Foundation’s as a central example, as well as five other sites with various similar features. Together, these sites promote a progressive, situated, project-based vision of English teaching, and they may serve as both venues and models for how English teacher educators who share that vision can reach a broader audience.

  • Extending the Conversation: Building Insider Knowledge: Teaching Students to Read, Write, and think within ELA and across the Disciplines

    Emily Rainey and Elizabeth Birr Moje

    Abstract: We offer this article to support ELA and other subject-area teachers as they think about why disciplinary literacy teaching is important and how to enact it in robust ways. We argue that it is critical for the improvement of students’ academic literacy development and overall learning that all teachers and literacy researchers attend to the teaching of disciplinary literacy in every subject area.

  • Announcements

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A Professional Association of Educators in English Studies, Literacy, and Language Arts