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Showing 1 to 15 of 139 results Save | Export
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Bentley, Erinn – English Education, 2013
Within the field of writing teacher education, scholars and practitioners agree that effective writing instructors (at both the P--12 and postsecondary levels) are not simply cognizant of composition pedagogies, rhetorical theories, and their students' unique learning needs. Effective writing instructors also regularly…
Descriptors: Pedagogical Content Knowledge, Writing (Composition), Writing Instruction, Teacher Education
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Hawthorne, Shaun; Goodwyn, Andy; George, Marshall; Reid, Louann; Shoffner, Melanie – English Education, 2012
For the "Extending the Conversation" section in this issue, the authors invited English educators from the United States and abroad to reflect on the state of English education in their countries. All five contributors have interacted through their participation in the NCTE Annual Convention, the CEE summer summits, the International…
Descriptors: Foreign Countries, English Instruction, National Curriculum, Background
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Groenke, Susan L. – English Education, 2010
In "Letters to a Young Teacher," Jonathan Kozol (2007) describes the need for teachers to "speak out as witnesses to the injustices they see each day in public schools" (p. 93). Sometimes beginning teachers need help learning to see injustices, as well as in making sense of the sociopolitical systems of which schooling is a part. Or, as in the…
Descriptors: Equal Education, Public Schools, Beginning Teachers, Audits (Verification)
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Perrillo, Jonna – English Education, 2010
Teacher-written editorial columns in local newspapers can challenge the broad, simplistic conceptions of the profession that have been encouraged by contemporary politics and that obscure the real work of teachers. The publication of such columns written by a diverse group of teachers in the West Texas Writing Project has proved an important tool…
Descriptors: News Media, Faculty Development, Teachers, Writing (Composition)
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Zigo, Diane; Derrico, Regina Dunlavey – English Education, 2009
This article looks at a research partnership between a high school English teacher and a university teacher educator, focusing on the impact of their work of co-teaching two integrated courses in the university's teacher education program. Findings from a study conducted during their third year of working together were used to revise the course…
Descriptors: Teacher Education, English Teachers, Teacher Educators, Teacher Collaboration
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de Oliveira, Luciana C.; Shoffner, Melanie – English Education, 2009
This article explores one element of collaborative practice: the integration of English language learner-focused instruction and discussion in a secondary English methods course. Drawing on the authors' expertise, they examine revisions made to a secondary English methods course to better address the academic and individual needs of diverse…
Descriptors: Secondary Education, Teacher Education, Methods Courses, English Teachers
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Kinloch, Valerie – English Education, 2009
Valerie Kinloch describes how the literacy narratives around place-making by Phillip, an African American teenager who resides in this historic community, demonstrate complexities of confronting power, struggle, and identity within an out-of-school community that is rapidly becoming gentrified. (Contains 3 notes.)
Descriptors: Literacy, African Americans, Adolescents, High School Students
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Cercone, James – English Education, 2009
The history between Cheektowaga Central and the University at Buffalo illustrates the benefits of forming long-term collaborative relationships between teacher education programs and local schools. In 1998, the author was approached by Suzanne Miller regarding the possibility of Meg Callahan, then a doctoral student at the University at Buffalo,…
Descriptors: Student Teaching, Teacher Education, Preservice Teachers, Suburban Schools
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Aukerman, Maren S.; Belfatti, Monica A.; Santori, Diane M. – English Education, 2008
Christoph and Nystrand (2001) argue that teachers need to take pedagogical risks in order to realize a transformation from teaching monologically, where it is ultimately only the teacher's voice that matters, to teaching dialogically, where multiple voices collide to foster learning. The pedagogical risks of teaching dialogically include…
Descriptors: Reading Achievement, Achievement Tests, Risk, Educational Change
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Smith, Emily R.; Anagnostopoulos, Dorothea – English Education, 2008
This article examines how secondary English teachers serving as preservice mentors developed pedagogical content knowledge (PCK) of literature discussions by participating in a cross-institutional teacher educator network. The joint creation of dialogic space in the English Educators' Network provided a context where mentor teachers expanded their…
Descriptors: Mentors, English Teachers, Pedagogical Content Knowledge, Teacher Educators
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Hicks, Troy – English Education, 2005
Analyzing the creation of a digital portfolio from a digital and visual rhetorical stance, rather than from a standards-based or technical competency position, affords a teacher many more opportunities to think critically about their work, understand the choices they are making in representing that work online to diverse audiences, and continually…
Descriptors: Portfolios (Background Materials), Audiences, Teacher Educators, Teacher Education
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DeBlase, Gina – English Education, 2005
The work of the Commission on Gender, Race, and Class in Teacher Education Programs is grounded in the belief that it is impossible to make sense of the field of English education without using gender, race, and class as central categories of description and analysis. Rather, gender, race, and class are basic to the study and understanding of the…
Descriptors: Teacher Education, Institutional Research, Institutional Mission, Sex Fairness
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Finders, Margaret J.; Bush, Jonathan – English Education, 2003
Discusses a recent national survey of English language arts educators regarding middle school English. Learns that many respondents to the survey lacked knowledge about middle schools as sites for literacy learning. Notes that few English educators felt they had the necessary resources available to them for developing courses and field experiences…
Descriptors: English Instruction, Language Arts, Literacy, Middle Schools
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Athanases, Steven Z. – English Education, 2003
Reflects on the study of literary themes in a reform to develop "thinking based curricula" for lower income urban youth. Mentions the need to broaden students' worlds and discusses implications for middle grades teacher education. Suggests the need for preservice teachers to have plenty of ongoing workshop practice in shaping and critiquing…
Descriptors: Critical Thinking, Curriculum Development, Educational Change, Low Income Groups
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Pittard, M. Michele – English Education, 2003
Presents an annotated bibliography of the most recent middle school literature as it relates most directly to English language arts. Consists of only book-length publications published from 1990-2002. Presents annotations of 32 titles categorized into three related sections: general middle school issues; resources for teaching middle school…
Descriptors: Annotated Bibliographies, English Instruction, Higher Education, Instructional Improvement
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