Research in the Teaching of English, Vol. 36, No. 1, August 2001

Table of Contents

• EDITORS' INTRODUCTION: Constructive Conflicts

  Peter Smagorinsky and Michael W. Smith

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  Abstract: Dewey and other theorists have proposed that conflict or dissonance is a necessary precursor to investigation. The articles in this issue focus on the problematic, and illustrate the ways in which productive tensions can help move the field forward.

  Keywords: Elementary, Middle, Secondary, College, Research

• "Why Are You Doing This?": Acknowledging and Transcending Threat in a Critical Inquiry Classroom

  Bob Fecho

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  Abstract: This teacher research study explores a range of ways that threat can exist and be transcended in a critical inquiry classroom by examining vignettes taken from one intensive inquiry project conducted in an urban English classroom situated in a small learning community (SLC) that was part of a large comprehensive high school.

  Keywords: Secondary, College, Diversity, Literacy, Pedagogy, Research

• "It Makes You Realize, Really, Just How Deep Your Subtext Is":

  Catherine Beavis

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  Abstract: This paper draws on the notion of discourse to explore complex relationships between teachers and curriculum change. It uses poststructuralist views of discourse to explore ways in which school subjects, such as Literature, are discursively constructed across time, while teachers too are positioned within discourses that shape the ways they understand the subject and themselves as teachers of it.

  Keywords: Secondary, Assessment, Literature, Pedagogy, Research, Professional Development

• Early English Reading Development: Latino English Learners in the "Low" Reading Group

  Paul Neufeld, Jill Fitzgerald

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  Abstract: The overarching purpose of the study is to describe the English-reading development of Latino English learners who were members of the low reading group in a first-grade all- English classroom. Observations, interviews, multiple assessments, and case analyses were conducted.

  Keywords: College

• Retracing Rosenblatt: A Textual Archaeology

  Mark Dressman, Joan Parker Webster

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  Abstract: In this archaeological investigation of the work of Louise Rosenblatt, we read and highlighted all text-level differences between the 1st (1938) and 5th (1995) editions of Literature as Exploration. We categorized each type of revision, traced a sample of each to the edition in which the change was made, and then extended our analysis to 70 passages.

  Keywords: College

• GUEST REVIEWERS

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  Abstract: Available in print version only.

  Keywords: College, Research

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