“Dear Tupac, You speak to me.” Recruiting hip-hop as curriculum at a school for pregnant and parenting teens

This is the Author's final draft. The published version may be found at: http://dx.doi.org/10.1080/10665680802612642This article provides a rich representation of how in-school practices that recruit students’ “out-of-school” literacies, such as hip-hop, can be used as critical bridges in students’ learning. Hip-hop, conceptualized in this article as an “outof- school” literacy, works as a vehicle for curricular change at Eastview School for Pregnant and Parenting Teens. In so doing, such literacy learning can be a tool for social action. Because the literacy learning of “at risk” students, as the students who attend Eastview School for Pregnant and Parenting Teens are labeled, is often described through remedial or basic skills models of instruction, it is imperative that researchers document curricular change that challenges prevailing assumptions about the learning of “at risk” students

Authentic, Dialogic Writing: The Case of a Letter to the Editor

This is the publisher's version, also found at http://search.proquest.com/docview/237320909?accountid=14556A teacher educator reflects on the educational value of an authentic writing assignment inspired by real-world local events

Novel Roles for Books: Promoting the Use of Young Adult Literature with Students at a School for Pregnant and Parenting Teens

This is the publisher's version, copyrighted by the National Council of Teachers of English

Negotiating teacher identity: Exploring the use of electronic teaching portfolios with preservice English teachers

This is the publisher's version, also available electronically from: http://dx.doi.org/10.1598/JAAL.50.6.

Dialogic Ground: The Use of \u27Teaching Dilemmas\u27 with Prospective Teachers

This article describes a method of storytelling that can assist novice teachers in moving toward “re-seeing” their stories of teaching not just as narratives of experience, but as sites for work to be done. The assignment novice teachers undertook as part of a methods class in the teaching of English language arts has the potential to be a catalyst for problem solving and decision making as teachers. We argue that telling one’s teaching stories in such a fashion helps novice teachers discover the layered and context-specific nature of schools and classrooms, as well as assists them in moving toward envisioning multiple possible solutions to the challenges they face in the classroom. Also, through this assignment, novice teachers were able to forge new understandings or build on ones already held by interacting with their peers about the dilemmas they faced as teachers

The Role of Genre in Reflective Practice: Tracing the Development of a Beginning Teacher\u27s Journaling Practice

In this article, a teacher educator and a first-year teacher identify the role that genre, in a rhetorical sense, plays in reflective practice. As reflection in teacher education has been criticized for its potential to reinforce prior attitudes and dispositions within pre-service and beginning teachers, we see how meta-knowledge of genre is important to beginning teachers’ successful practice of reflection. Throughout this article, we draw on examples from one beginning teacher’s journaling practice as a way to illustrate that multiple genres of reflection co-exist within teachers’ reflective practice

Dialogic Ground: The Use of 'Teaching Dilemmas' with Prospective Teachers

This article describes a method of storytelling that can assist novice teachers in moving toward “re-seeing” their stories of teaching not just as narratives of experience, but as sites for work to be done. The assignment novice teachers undertook as part of a methods class in the teaching of English language arts has the potential to be a catalyst for problem solving and decision making as teachers. We argue that telling one’s teaching stories in such a fashion helps novice teachers discover the layered and context-specific nature of schools and classrooms, as well as assists them in moving toward envisioning multiple possible solutions to the challenges they face in the classroom. Also, through this assignment, novice teachers were able to forge new understandings or build on ones already held by interacting with their peers about the dilemmas they faced as teachers

Dimensions of Young Adult Literature: Moving into “New Times”

This is the publisher's version, copyrighted by the National Council of Teachers of English.No abstract is available for this item

Service Learning and the Preparation of English Teachers

This is the publisher's version, also found at http://search.proquest.com/docview/874324979?accountid=14556In this article, service learning is explored as a pedagogical third space from which preservice teachers learn to teach the New English education. We argue that such a space has the potential to foster preservice English teachers' understanding of their role and identity as future teachers and how this identity is always relative to the students they teach. Drawing from a study of 19 preservice English teachers' experiences with service learning, we discuss three themes relevant to service learning and the preparation of English teachers: (1) service learning as a pedagogical third space for English teachers, (2) service learning as fostering the disruption of a teaching mythology, and (3) service learning as promoting a recognition of the New English education. Further, we propose that service learning can encourage prospective English teachers to complicate notions of teacher/student, official/unofficial language, singular authority/pluralistic power, and server/served

Teaching English Language Arts Methods in the United States: A Review of the Research

This is the author's accepted manuscript. Copyright 2014 WileyWhat is the state of the English education methods course in the 21st century? Summarizing the research in English teacher education since the last major study (Smagorinsky & Whiting, 1995) of how English teachers are prepared, the authors review the state of the profession to examine trends in the field since the recent revision of the NCTE guidelines for teacher preparation, the redefinition of what constitutes methods coursework in and across programs, the rising numbers of culturally and linguistically diverse learners, the demands of assessment and accountability, and the integration of the field experience with content. The authors review research related to teaching reading strategies, integrating fieldwork with English education coursework, addressing standards in planning and teaching, meeting the needs of English language learners, and teaching with and about technology to determine how English teacher education is adapting to the demands of educating English teachers in the 21st century