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Learning across the Disciplines
March 2015.
The attention to disciplinary literacy and knowledge building are opening up new collaboration opportunities for English teachers and their content area colleagues. In states where the Common Core State Standards are used, the focus on literacy in the disciplines is prompting communication about relevant applications. In this issue, we focus on the experiences of middle school English teachers and content colleagues as they work together to develop literacy across and within disciplines. How are you collaborating with teachers in history/social studies, science, and technical subjects, and what are the results you’re witnessing with your students? Are innovative methods being utilized with students? How are these practices different from interdisciplinary or content area reading methods of the past? Is technology playing a role in your classroom to develop disciplinary literacy? Deadline: March 1, 2014

Deepening Student Interactions with Texts
Guest Editor: Denise Morgan
May 2015.
With the upcoming implementation of the Common Core State Standards there has been much conversation about close reading of texts. What conversations should teachers have about close reading? What does this idea really mean, and how can students be supported in learning how to read closely? Is close reading a procedure or an outcome? How is instruction differentiated? How can teachers accomplish this work with their students? What practices are working? Articles should highlight understandings teachers and students must hold to successfully accomplish this work. Deadline: May 1, 2014

Motivation for Learning and Life
September 2015.
Motivation has long been viewed as a key element of learning (e.g., Wigfield & Guthrie, 2000). Among middle school students, motivation is a linchpin to learning, even at a time developmentally when overall motivation for schoolwork is in decline, bottoming out at seventh grade. At the same time, young adolescents increasingly turn to their peer groups for validation and support. The interplay between motivation and development provides middle school teachers with the unique ability to capitalize on this. How do you build motivation in your classroom? Does it influence task design? In what ways can motivation be leveraged such that students develop a sense of self as they progress academically? In a time when college- and career-readiness is on every educator’s lips, in what ways does motivation fit into the equation? In this issue, we invite submissions addressing the link between motivation, learning, and life. Deadline: September 1, 2014

Writing Matters
December 2015.
Writing is the fullest realization of all that is learned in language arts, yet it is often relegated to the end of a unit of study. However, the process of composition can offer much to learners. Creative writing can result in self-discovery, and writing-tolearn can deepen disciplinary thinking. How do you use writing in a meaningful way in your classroom, and to what end? In what ways do digital tools enhance composition and production? In what ways can middle school educators improve their own writing through professional development? In this issue, we explore all aspects of writing, including skills development, writing-to-learn, creative writing, writing across the curriculum, and formal essay writing. Deadline: December 1, 2014

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