National Council of Teachers of English Logo

Language Arts, Vol. 82, No. 5, May 2005

Cover Art for Language Arts, Vol. 82, No. 5, May 2005

Table of Contents

Issue Theme: Rethinking Professional Development

  • Thoughts from the Editors-May 2005

    Kathy G. Short, Jean Schroeder, Gloria Kauffman, and Sandy Kaser

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Transformative Professional Development: Negotiating Knowledge with an Inquiry Stance

    Amy Donnelly, Denise N. Morgan, Diane E. DeFord, Janet Files, Susi Long, Heidi Mills, Diane Stephens, and Mary Styslinger

    Abstract: The South Carolina Reading Initiative is a statewide, long-term, site-based professional development project designed to improve children’s literacy achievement by increasing teachers’ knowledge of reading and literacy instruction. Three specific bodies of research informed this project: (1) research on effective staff development, (2) research on teacher quality and (3) research on best practices in English Language Arts. The program is grounded in social constructivist theory and inquiry-based pedagogy. Five data-driven stories, spanning various iterations of this learner-centered initiative, illustrate the transformative nature of this approach to professional development.

    Keywords: Literacy, Pedagogy, Elementary, Middle

  • Professional Development as Social Transformation: The Literacy for Social Justice Teacher Research Group

    Rebecca Rogers, Mary Ann Kramer, Melissa Mosley, Carolyn Fuller, Rebecca Light, Melissa Nehart, Rhonda Jones, Sara Beaman-Jones, Janet DePasquale, Sar

    Abstract: This article examines the changes over time in a voluntary teacher research group that focuses on the relationships between literacy and social justice. The changes in how the group members interact and the issues they consider provide implications that may be useful for other educators interested in forming teacher networks.

    Keywords: Diversity, Literacy, Pedagogy, Research, Elementary, Middle, Secondary

  • Rediscovering the Call to Teach: A New Vision for Professional and Personal Development

    Caryl Hurtig Casbon, Ruth Shagoury, and Gregory A. Smith

    Abstract: The authors of this article argue that professional development on literacy instruction should go beyond instructional methods to teacher identity. Reading and discussing poetry and literature, as well as writing to examine powerful themes in teachers’ lives, can help educators explore and deepen their identity as language arts teachers. Casbon, Shagoury and Smith describe a two-year personal and professional development model based on the work of Parker Palmer called the Courage to Teach. Interviews and surveys with participants showed that the retreat setting, seasonal themes, and human interaction had a profound effect on teachers’ and administrators’ renewed commitment to literacy education.

    Keywords: Elementary, Middle, Secondary

  • Finding a Space for Professional Development: Creating Thirdspace through After-School Writing Groups

    Robert Brooke, Deborah Coyle, and Anne Walden with Connie Healey, Kim Larson, Virginia Laughridge, Kim Ridder, Molly Williams, and Shawn Williams

    Abstract: This article describes a teacher study group focusing on After School Writing Circles for elementary students as a site of Thirdspace professional development. Borrowing the concept of Thirdspace from postmodern geographer Edward Soja, the authors argue that professional development works best when teachers engage in the dual work of imagining and making real opportunities for education that connect with learners’ emerging passions.

    Keywords: Literacy, Literature, Pedagogy, Elementary, Middle, Secondary

  • Teaching/Learning Centers: Professional Development for Teachers of Linguistically and Culturally Diverse Students

    Holbrook Mahn, Dee McMann, and Sandra Musanti

    Abstract: This article describes an innovative professional development model that uses on-site Teaching/Learning Centers in which teachers work and collaborate with other teachers to learn about effective methods of literacy instruction for linguistically and culturally diverse students. This model fosters collaborative, sustained, on-site, and practical development in which teachers plan, model, observe, discuss, and reflect together as they transform their practice.

    Keywords: Diversity, Literacy, Pedagogy, Elementary

  • Lesson Study: Teacher-Led Professional Development in Literacy Instruction

    Jacqueline Hurd and Lori Licciardo-Musso

    Abstract: Lesson study is a form of professional development long favored by teachers in Japan that has recently gained attention in many parts of the United States. Teachers participating in lesson study immerse themselves in a cycle of instructional improvement focused on planning, observing, and revising “research lessons.” These research lessons are actual classroom lessons that provide opportunities for teachers to implement their ideas about effective teaching as they learn to carefully record student learning in order to evaluate the research lessons, the students, and their own understandings about teaching and learning.

    Keywords: Literacy, Pedagogy, Elementary

  • READING CORNER FOR EDUCATORS: Professional Development for Teachers

    Danling Fu, Zhihui Fang, Linda Leonard Lamme, Erica Eisenberg, and Nancy Rankie Shelton

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • READING CORNER FOR CHILDREN: Striving to Keep Up with New Children's Books

    Lester L. Laminack, Barbara H. Bell

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • PROFILE: Raising Up Andrea Davis Pinkney

    Cheryl Silberberg Grossman

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • SUGGESTIONS FOR FURTHER READING ON TEACHERS AND PROFESSIONAL DEVELOPMENT

    Kathy Egawa

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Call for Manuscripts-Language Arts-May 2005

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

Document and Site Resources

Share This On:

Comments

Anonymous commenting is not allowed. Please log in with an individual NCTE account to post comments to this page.

Most Recent Comments (0 Total Posts)

There are no comment postings on this page yet.

Page Tools:

Join NCTE Today

Related Search Terms

Copyright

Copyright © 1998-2014 National Council of Teachers of English. All rights reserved in all media.

1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Phone: 217-328-3870 or 877-369-6283

Looking for information? Browse our FAQs, tour our sitemap and store sitemap, or contact NCTE

Read our Privacy Policy Statement and Links Policy. Use of this site signifies your agreement to the Terms of Use

Visit us on:
Facebook Twitter Linked In Pinterest Instagram