English Journal - Volume 109, Issue 2, 2019

A teacher educator and preservice teachers in an adolescent literacy course read and talked about reading with students through a partnership with the Department of Juvenile Justice.

The authors analyzed three YA novels that challenge negative perceptions of Blackness through counterstorytelling.

A unit on Neal Schusterman’s Scythe and Thunderhead engaged tenth graders in conversations about death, equity, and the value of life.

A ninth-grade teacher introduced students to literary theory via a modified book club format and noted a change in students’ interactions with texts.

The author applied the “five Cs” of reality pedagogy for literature circle discussions to amplify student voice and choice.

Conversations about how picture book authors use language led to growth in sentence fluency for a group of high school writers.

Allen Webb used Steinbeck’s novel to encourage students to consider the implications of a climate refugee crisis.

When a student called a classroom discussion “boring,” the author decided to incorporate aspects of popular culture to enliven his lessons.

When Aimee Ross’s life was nearly shattered, her students helped to heal the broken places and restore her sense of purpose.

A preservice teacher and members of her cohort coined the term compactivism to describe small acts of compassionate support for marginalized students.