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The Resource Innovations in English Language Arts Teacher Education

Innovations in English Language Arts Teacher Education

Innovations in English Language Arts Teacher Education
Innovations in English Language Arts Teacher Education
The field of English language arts teacher education has experienced change over the past two decades. Changes in the discipline have produced a much more expansive understanding of literacy and of what teachers of English language arts do. This volume will focus on innovations in English language arts teacher education
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Advances in Research on Teaching
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Innovations in English Language Arts Teacher Education
Innovations in English Language Arts Teacher Education
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  • Front Cover -- Innovations in English Language Arts Teacher Education -- Copyright Page -- Contents -- List of Contributors -- Foreword to Innovations in English Language Arts Teacher Education -- References -- Editor's Introduction to Innovations in English Language Arts Teacher Education -- Part I: Toward a Broader Vision of English Teacher Education -- Section Introduction to Part I -- Reference -- Finding Footholds in a Construction Zone: Navigating the Discourses of English Language Arts with Pre-Service Teachers in the 21st Century -- Introduction: Michael's Reflection -- Many Paradigms of ELA and What They May Mean for English Teacher Preparation -- Finding Footing in the Discursively Constructed Terrain of English Language Arts -- Mapping the Discursively Constructed Terrain in an English Methods Course -- Dexterous Teaching: Finding and Maintaining Footing Out in the Field -- Jeff -- Jaz -- Amy -- Samantha -- Discussion -- References -- Appendix -- Preparing English Teachers for Today's Context: Researching Effective Practice through Methods Courses -- Methods Courses in English Language Arts -- Identifying "New Areas of Emphasis" within ELA Methods Courses -- Literacy and Content-Area Literacy -- New Technologies and New Literacies in English Education Methods Courses -- The Integration of Field Experiences with Coursework -- The Preparation of Teachers for Students with Diverse Racial, Cultural, and Linguistic Backgrounds -- K12 Content Standards and Associated Assessments -- Embracing "Awareness" and "Application" -- Becoming Public Scholars and Moving the Field of ELA into the Future -- References -- Advocacy, Humanity, and Hope in the Face of an Education World Gone Wrong -- Self-Advocacy and Mentorship -- What We Learned -- Advocating for Students -- What We Learned -- Advocacy for the Profession -- Grassroots Efforts
  • State Advocacy Day -- Humanity and Hope through Advocacy -- References -- Part II: Lenses for Preparing Prospective Teachers to Teach English Language Arts -- Section Introduction to Part II -- References -- Rethinking Identity and Adolescence in the Teaching of Literature: Implications for Pre-Service Teacher Education -- Traditional Approaches to Adolescents, Identity, and Literature Instruction -- Autonomous Identity and the Developing Adolescent -- Autonomous Identity Development in the ELA Classroom -- An Alternative Approach to Adolescents and Literature Instruction -- Sociocultural Theories of Identity -- Rethinking Adolescents and Identity Development -- Teaching Literature to Adolescents through a Sociocultural View of Identity -- Key Shifts in Approaching Literature Instruction -- Key Instructional Practices -- Adopting Alternative Perspectives -- Negotiating Identities across Different Social Worlds -- Making Connections across People and Texts -- Preparing Pre-Service English Teachers for Identity-Focused Literature Instruction -- Selecting and Evaluating Texts -- Movement and Negotiation across Social Worlds -- Multiple and Competing Perspectives -- Unresolved Identities -- Complex and Unexpected Portrayals of Young People -- Conceptualizing and Developing Identity-Focused Literature Instruction -- Learning about Communities, Schools, and Students -- Pinpointing Problems and Issues for Exploration -- Providing a Range of Texts and Perspectives -- Designing Instructional Practices and Activities for Identity Exploration -- Dialogic Discussion -- Drama and Role-Play -- Writing -- Language Study -- Conclusions -- References -- Literary Texts -- Re-Positioning Youth in English Teacher Education -- Brief Overview of Related Theory and Scholarship -- Rethinking the Young Adult Literature Course in English Teacher Education
  • Providing Contrastive Perspectives to Disrupt a Naturalized View of Adolescence -- Using Media to Employ the Youth Lens -- A "Re-Positioning Pedagogy": Youth as Experts in English Teacher Education -- "At-Risk" Youth Teaching English Teachers How to Write and Teach Poetry -- LGBTQ Youth Teaching Future English Teachers about Young Adult Literature and Their Experiences in Schools -- Thinking Programmatically -- Note -- References -- Beyond the Knowledge Economy: Teaching English for Economic Justice -- The Economic Mission of ELA -- Technology and Literacy -- From Technology to Power -- Power, Critique, and ELA -- A Raisin in the Sun and Economic Critique -- A Scenario: Debating Debate Club -- Scenario Debrief -- Looking Ahead -- Acknowledgment -- References -- From Research to Practice: Writing, Technology, and English Teacher Education -- Articulating Our Positionality as Researchers and Teacher Educators -- International Practices within English Teacher Education -- Engaging in Creative Writing: Jen Scott Curwood -- Teacher Preparation Context -- Case Study Context -- Findings: Alice's Experiences as a Writer and Teacher -- Accessing Readers and Reviewers -- Learning about Writing Pedagogy -- Discussion -- Blogging in the English Classroom: Jayne C. Lammers -- Teacher Preparation Context -- Case Study Context -- Findings: Blogging in Thom's class -- Blogging as Instruction -- Blogging as Student Production -- Discussion -- #WalkMyWorld, a Social Media English Education Experiment: Alecia Marie Magnifico -- Teacher Preparation Context -- Case Study Context -- Findings: Learning through #WalkMyWorld -- Student Choice -- Writing for Audience -- Discussion -- Implications for English Teacher Education -- References -- Part III: Social Justice Oriented English Language Arts Teacher Preparation -- Section Introduction to Part III
  • The Critical Centrality of Social Justice in English Teacher Education -- Reclaiming "Social Justice" in the Public Arena and in English Teacher Preparation -- Critically Centering Social Justice across English Education Coursework -- Policy, Research, and Social Justice Advocacy in NCTE -- Critically Centering Social Justice within and beyond English Education -- Notes -- References -- Appendix -- Professional Knowledge and Skills -- Addressing LGBTQ-Themed Texts and Heteronormativity in English Education -- LGBTQ (In)Visibility in Teacher Education -- Moving beyond Models of LGBTQ Inclusion and Addressing Heteronormativity -- LGBTQ-Themed Texts and Heteronormativity in English Education -- Modeling Critical Units of Study in the English Methods Course -- Scaffolding Candidates' Analyses of Instructional Methods for Critical Interpretation -- Prompting Critical Curricular Modifications -- Initiating Critical Reflection of Field Observations -- Assessing Student Work and Constructing a Lesson Plan -- Blogging about LGBTQ-Themed Texts and Heteronormativity -- Discussion and Implications -- Note -- References -- Toward Clinically Rich English and Literacy Teacher Preparation: A Tale of Two Programs -- Clinically Rich English Teacher Preparation in the Stanford Teacher Education Program -- Practice-Based Learning in STEP -- Design and Settings of Clinical Placements in STEP -- Hunter College/New Visions for Public Schools -- Graduate Urban Teacher Residency in English Language Arts -- Collaborative Recruitment, Admissions, and Orientation -- Residents' Gradual Entry into the Profession -- Mentoring, Supervision, and Assessment -- Discussion and Implications -- References -- Telling Our Stories: Navigating Social justice-oriented Teaching on the Ground -- Social Justice Teaching in English Teacher Preparation -- Storying Our Work -- Terri -- Lauren
  • Kate -- Madey -- Maddy -- Weaving Our Stories Together -- Labels and the Complexities of Identity -- Privilege, Authority, and Our Role in Social Justice Work -- Defining "Success" in Social Justice Teaching -- How Are We Activist-Allies? -- References -- About the Authors
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