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Language Arts, Vol. 84, No. 5, May 2007

Cover Art for Language Arts, Vol. 84, No. 5, May 2007

Table of Contents

Issue Theme: No Child Left Behind and Language Arts Education

  • Call for Manuscripts, Language Arts, July 2007

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Thoughts from the Editors: NCLB Day by Day . . .

    Patricia Enciso, Laurie Katz, Barbara Z. Kiefer, Detra Price-Dennis, Melissa Wilson

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • "Are We on the Same Book and Page?" The Value of Shared Theory and Vision

    Julie E. Wollman

    Abstract: Looking at literacy teaching across classrooms at the urban Mill City Charter School provides an opportunity to explore the importance of coherence within a school. This work was informed by teachers’ voices and classroom observations over several months. Findings suggest that when teachers and school leaders share a common theory and vision for literacy education and work in the context of a professional learning community, teachers’ opportunities to act as knowledgeable professionals, and children’s opportunities for success and empowerment through literacy may be enhanced.

    Keywords: Elementary

  • Reclaiming Recess: Learning the Language of Persuasion

    Meg Gebhard, Ruth Harman, and Wendy Seger

    Abstract: Using a case study approach, the authors describe how a teacher used the tools of systemic functional linguistics (SFL) to teach her fifth grade English Language Learners how to use academic language to challenge school policies regarding recess. In reflecting on these data, we discuss the potential of SFL to support teachers in responding to current school reforms.

    Keywords: Elementary

  • Test Development, Test Taking, and the Right to Learn

    Kay Fukuda

    Abstract: This article documents the experiences of a single working mother as she advocates for her daughter and attempts to negotiate a shifting educational landscape that she knows has dire consequences for her child. It also documents institutional responses to this mother’s attempts at advocacy while they also adapt to the shifting landscape that imposes a central position for high-stakes testing.

    Keywords: Elementary

  • Literacy, Logic, and Intuition

    Elizabeth Jaeger

    Abstract: The author calls into question whether learning to read and write is an exclusively logical and systematic process in which the child moves step-by-step from part to whole, as it is frequently presented in “scientific” reading research. She examines research on different types of intuitive behavior and suggests parallels in the development of literacy. She ends with suggesting ways that teachers can help facilitate intuitive awareness in literacy for their students. Such changes, she argues, will assist students’ reading and challenge the top-down control of teaching.

    Keywords: Elementary

  • Going Public: NCLB and Literacy Practices in Teacher Education

    Dorothy C. Suskind

    Abstract: The author explores this question by first examining the narrow assumptions about reading and literacy that shaped the NCLB law. The author then argues that studies of literacy incorporating a sociocultural stance provide a different lens through which we can understand reading and demonstrates how she uses such research to educate pre-service teachers. Such a localized, contextualized approach to literacy helps her students to mediate the law and the particular, local realities they find in their classrooms through action research and public forums for sharing their learning.

    Keywords: Elementary

  • Focus on Policy: Taking a Stand on NCLB

    JoBeth Allen, Bess Altwerger, Carole Edelsky, Joanne Larson, Cecilia Rios-Aguilar, Patrick Shannon, and Joanne Yatvin

    Abstract: Educators, authors, and researchers share their perspectives on No Child Left Behind – what it should do, what it fails to do, and what we can do about it.

    Keywords: Elementary

  • Research Directions: Re-Viewing NCLB through the Figured Worlds of Policy and Teaching: Creating a Space for Teacher Agency and Improvisation

    Julie L. Pennington

    Abstract: No Child Left Behind has become a permanent fixture in the world of education. This paper seeks to use the construct of figured worlds as described by Holland, Skinner, Lachicotte, & Cain, (1998) to examine the ways policy makers and teachers navigate the world of literacy education. Viewing policy makers and teachers as participants in discrete communities, the theoretical position of figured worlds also allows for the possibility of re-viewing teachers’ positions related to NCLB as open to change. The notions of improvisation and agency are used to make spaces for teachers to rearrange the boundaries of their figured worlds and begin to shape the world of teaching from outside as well as from within.

    Keywords: Elementary

  • Profiles and Perspectives: Voices from the Classroom: A School Profile

    Members of the Park Street School staff with Marilyn Johnston-Parsons

    Abstract: This article features writing of a group of teachers - including several different grade level classroom teachers from an elementary school plus the special education teacher and the counselor - who came together for one year to journal about their feelings, thoughts, experiences, and struggles within the political reality of American public education. These stories give voice to some of the major themes and frustrations that other teachers, researchers, parents, and children have concerning No Child Left Behind.

    Keywords: Elementary

  • NCLB: Key Components of Informed Debate and Action

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Children's Literature Reviews: No Child Left Behind: Literature That Captures What Standardized Tests Can't Measure

    Barbara Chatton

    Abstract: Because young people are the protagonists in their stories, and because they are written to give a sense of hope and inspiration for the possibilities life holds, children’s literature challenges the prevailing idea that it is success on reading tests that will determine success in life. The books that are reviewed in this section are selected because they focus on characters, young and grown, human and fantastic, who exhibit characteristics that cannot be measured on tests: courage, humanity, ingenuity, a sense of humor, and kindness. They tell readers of the power of family, of friendship, of most especially, of story, in their lives.

    Keywords: Elementary

  • In Closing . . .Bahnta Takes a Test

    Martha Bowling

    Abstract: A teacher reflects on the desirability of a law that requires even recently arrived immigrant children who don’t speak English to take standardized tests as an indicator of their intelligence.

    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.

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