English Education - Volume 41, Issue 3, 2009

Cercone’s article highlights a model for collaborations that affect communities, universities, and staff development opportunities.

Bailey’s research informs us of the social and cultural practice of literacy shaped by multiple design systems. Her study of one teacher’s classroom shows that new literacies used as daily work, not as a “hook” to get students interested, along with authentic assessment tools, lead to deeper student learning.

Whitney’s case study of one teacher at a National Writing Project Summer Institute explores the tension between personal and professional writing, arguing that both are germane and integral in the development of a teacher of writing.

Beck presents a case study exploring tensions between explicit instruction in an era of standards and reform and authentic, inquiry-based teaching and learning. She finds that making the study of literature and writing more relevant and personal has the potential to unlock learning for many so-called struggling readers and writers.

This article explores how the contexts of secondary English teaching in Ontario, Canada, interacted with one teacher’s identity to produce teaching perspectives and practices that were monocultural in nature and limited in their multicultural and anti-racist emphases. In doing so, the article contributes to educational research that explores the range of factors that influence English teachers’ educational practices.

News of interest to CEE members and other teacher educators.