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Portes, Pedro; Smagorinsky, Peter – English Education, 2010
Portes and Smagorinsky examine the degree to which stable schools and authoritarian instruction accommodate the needs of learners exhibiting difference, with special attention to Spanish-speaking English Language Learners in a Southern setting. They find that the influx of immigrant students in Southern schools lays bare the normative…
Descriptors: Student Needs, Special Needs Students, Second Language Learning, Immigrants
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Johnson, Tara Star – English Education, 2009
In a longitudinal, cross-disciplinary study of teachers' experiences with the National Board for Professional Teaching Standards (NBPTS) certification process in Georgia, discourse related to the notion of performance surfaced in the data in a variety of ways. A poststructural perspective suggests an explanation for how teacher performances are…
Descriptors: National Standards, Teacher Certification, Case Studies, Longitudinal Studies
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Fisher, Maisha T.; Purcell, Susie Spear; May, Rachel – English Education, 2009
This article examines relationships among process, product, and playmaking in a southeastern playwriting and performance program for teen girls, Playmaking for Girls (PFG). The authors have chosen to focus on tensions between process and product. Such tensions are present in the challenges teachers experience when privileging student-centered…
Descriptors: Urban Schools, Playwriting, Creative Writing, Program Effectiveness
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Albers, Peggy – English Education, 2002
Investigates the Praxis II, the standardized teacher examination required for teacher certification in Georgia. Considers why African American teacher candidates were less successful than their white colleagues in passing this exit exam for teacher licensure. Concludes that assessment must account for the cultural realities that teacher candidates…
Descriptors: Black Teachers, Cultural Differences, English Instruction, Higher Education
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Zigo, Diane; Moore, Michael T. – English Education, 2002
Notes that policy makers would like to "guarantee" that candidates from teacher education programs are content and pedagogy certified. Discusses how accountability assessment plays out in teacher education programs. Focuses on the tests required in Georgia, the Praxis Series of Professional Assessments for Beginning Teachers, developed…
Descriptors: Accountability, Higher Education, Teacher Certification, Teacher Education
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Zigo, Diane – English Education, 2001
Notes impact of high-stakes language arts assessments on teachers in Georgia rural districts. Provides additional support for what many English teachers already believe--that rich classroom discussion, reading from a variety of texts, student-centered writing assignments, and metacognitive awareness of one's reading and writing strategies…
Descriptors: Discussion (Teaching Technique), High Stakes Tests, Metacognition, Rural Education