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Volume 56, Issue 1, 2023
- Articles
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Invited Response: Promise and Perils of GenAI in English Education: Reflections from the National Technology Leadership Summit
Author(s): Nadia Behizadeh, Lindy L. Johnson and Merideth GarciaIn this essay, three English educators who attended the National Technology Leadership Summit reflect on the benefits of using GenAI in English education while simultaneously considering the perils of its use. After posing many critical questions for consideration, they conclude with a call for teacher educators to develop a robust research agenda focused on GenAI in partnership with preservice teachers and students, as well as a push to engage in policy advocacy that can inform local and state policies.
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Research: Games to Promote Empathy as a Literacy Practice: A New Teacher’s Playful Practice
Author(s): Grace MyHyun Kim, Lindy L. Johnson and Brady NashResearchers have advocated for the use of games for learning, yet few studies focus on games within English teacher education. Even fewer studies examine English Language Arts (ELA) teachers as designers of games. In this article, the authors examine a new ELA teacher’s design and implementation of a tabletop card game and explore what this game and its use in a middle school classroom illustrate about the purposes of games in secondary ELA. Data collection occurred across one year and included three semi-structured interviews and game materials. Key findings focus on games as (a) platforms for learning empathy as a literacy practice; (b) texts for story building and interpretive practice; and (c) ways to reimagine classroom learning. We discuss implications for teacher educators and teachers, including games in ELA curriculum, the use of games to reconceptualize schooling, and tensions that can arise when teachers incorporate games in classrooms.
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Re(Active) Praxis: Making a Place for Rurality: Toward a More Inclusive Multicultural Teacher Education
Author(s): Chea PartonThis piece recounts how a teacher educator’s experiences as a rural student and teacher at various educational levels have shaped her professional identity. Pairing these experiences with scholarship on rural cultural identity, she outlines how ELA teacher educators can honor rural identities, cultures, and ways of being in their classrooms. The pedagogical moves detailed in this piece offer opportunities for both teacher educators and preservice teachers to consider ways of inviting rural culture into their classroom—to make rural culture part of an inclusive and multicultural way of teaching.
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Volumes & issues
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Volume 56 (2023)
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Volume 55 (2022 - 2023)
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Volume 54 (2021 - 2022)
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Volume 53 (2020 - 2021)
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Volume 52 (2019 - 2020)
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Volume 51 (2018 - 2019)
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Volume 50 (2017 - 2018)
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Volume 49 (2016 - 2017)
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Volume 48 (2015 - 2016)
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Volume 47 (2014 - 2015)
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Volume 46 (2013 - 2014)
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Volume 45 (2012 - 2013)
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Volume 44 (2011 - 2012)
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Volume 43 (2010 - 2011)
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Volume 42 (2009 - 2010)
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Volume 41 (2008 - 2009)
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Volume 40 (2007 - 2008)
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Volume 39 (2006 - 2007)
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Volume 38 (2005 - 2006)
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Volume 37 (2004 - 2005)
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Volume 36 (2003 - 2004)
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Volume 35 (2002 - 2003)
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Volume 34 (2001 - 2002)
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Volume 33 (2001)
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Volume 32 (1999 - 2000)
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Volume 31 (1998 - 1999)
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Volume 30 (1998)
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Volume 29 (1997)
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Volume 28 (1996)
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Volume 27 (1995)
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Volume 26 (1994)
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Volume 25 (1993)
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Volume 24 (1992)
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Volume 23 (1991)
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Volume 22 (1990)
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Volume 21 (1989)
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Volume 20 (1988)
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Volume 19 (1987)
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Volume 18 (1986)
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Volume 17 (1985)
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Volume 16 (1984)
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Volume 15 (1983)
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Volume 14 (1982)
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Volume 13 (1981)
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Volume 12 (1980)
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Volume 11 (1979 - 1980)
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Volume 10 (1978 - 1979)
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Volume 9 (1977 - 1978)
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Volume 8 (1976 - 1977)
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Volume 7 (1976)