7SEC Topic: English (Secondary)
Articles
- Athanases, S. Z., Wahleithner, J. M., & Bennett, L. H. (2013). Learning about English learners' content understandings through teacher inquiry: Focus on writing. The New Educator, 9(4), 304-327.
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Athiemoolam, L. (2018). Students’ viewpoints on using tableaux to analyse short stories. English Teaching: Practice & Critique, 17(3), 245–256. https://doi.org/10.1108/ETPC-03-2018-0030
- Bach, J., & Weinstein, S. (2014). Who's the teacher? What Tony Danza taught us about English education. English Education, 46(4), 300.
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Barnes, M. E. (2018). Centering the how: What teacher candidates’ means of mediation can tell us about engaging adolescent writers. Journal of Adolescent & Adult Literacy, 62(1), 35-43
- Bell, N. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18, 24-40. http://dx.doi.org/10.1016/j.linged.2007.04.002
- Benko, S. L. (2016). Instruction matters: Secondary English preservice teachers' implementation of cognitively demanding writing tasks. English Education, 48(3), 201-236.
- Bickmore, S. T., Smagorinsky, P., & O'Donnell-Allen, C. (2005). Tensions between traditions: The role of contexts in learning to teach. English Education, 38(1), 23-52.
- Bieler, D. (2010). Dialogic praxis in teacher preparation: A discourse analysis of mentoring talk. English Education, 42(4), 391-426.
- Bruce, D. L., & Chiu, M. M. (2015). Composing with new technology: Teacher reflections on learning digital video. Journal of Teacher Education, 66(3), 272-287. http://dx.doi.org/10.1177/0022487115574291
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Burley, S. (2003). Preparing future English teachers: The use of personal voice in developing English student teachers’ identities as language teachers. English Teaching: Practice & Critique (University of Waikato), 2(1), 54–135.
- Carlson, D. D., & Archambault, L. (2013). Technological pedagogical content knowledge and teaching poetry: Preparing preservice teachers to Integrate Content With VoiceThread technology. Teacher Education & Practice, 26(1), 117-142.
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Caughlan, S., Juzwik, M. M., Borsheim-Black, C., Kelly, S., & Fine, J. G. (2013). English teacher candidates developing dialogically organized instructional practices. Research in the Teaching of English, 47(3), 212–246.
- Colwell, J., & Gregory, K. (2016). Exploring How Secondary Pre-Service Teachers’ Use Online Social Bookmarking to Envision Literacy in the Disciplines. Reading Horizons, 55 (3). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol55/iss3/3
- Curran, J. E., & Chern, C. L. (2017). Pre-service English teachers' attitudes towards English as a lingua franca. Teaching and Teacher Education, 66, 137-146.
- Peggy, D. (2012) The promise of secondary content area literacy field experiences, literacy research and instruction, 51(3), 214-232.
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Dunn, M. B., VanDerHeide, J., Caughlan, S., Northrop, L., Zhang, Y., & Kelly, S. (2018). Tensions in learning to teach English. English Teaching: Practice & Critique. https://doi.org/10.1108/ETPC-04-2017-0039
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Dávila, D., & Barnes, M. E. (2017). Beyond censorship: politics, teens, and ELA teacher candidates. English Teaching: Practice & Critique, 16(3), 303–318. https://doi.org/10.1108/ETPC-05-2017-0082
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Falter, M. M., & Kerkhoff, S. N. (2018). Slowly shifting out of neutral: Using young adult literature to discuss PSTs’ beliefs about racial injustice and police brutality. English Teaching: Practice & Critique, 17(3), 257–276. https://doi.org/10.1108/ETPC-05-2017-0057
- Filatov, K. & Pill, S. (2015). The relationship between university learning experiences and English teaching self-efficacy: Perspectives of five final-year pre-service English teachers. Australian Journal of Teacher Education 40(6), 33-59. DOI: http://dx.doi.org/10.14221/ajte.2015v40n6.3
- Friedman, A. A., & Wallace, E. K. (2006). Crossing borders: Developing an innovative collaboration to improve the preparation of high school English teachers. Equity & Excellence in Education, 39, 15-26. http://dx.doi.org/10.1080/10665680500478668
- Glenn, W. J. (2012). Developing understandings of race: Preservice teachers' counter-narrative (re) constructions of people of color in young adult literature. English Education, 44(4), 326-353.
- Gort, M., & Glenn, W. J. (2010). Navigating Tensions in the Process of Change: An English Educator’s Dilemma Management in the Revision and Implementation of a Diversity-Infused Methods Course. Research in the Teaching of English, 45(1), 59–86.
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Grossman, P. L., Valencia, S. W., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631–662. https://doi.org/10.1080/10862960009548098
- Herrman, B. (2015). "All of a sudden I have these real students": Preservice teachers learning to teach English. Teacher Education and Practice, 28(1), 90-109.
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Hinchion, C. (2017). Student English teachers: Participatory learning and developing identities-in-practice. English Teaching: Practice & Critique, 16(2), 238–251. https://doi.org/10.1108/ETPC-10-2016-0123
- Hochstetler, S. (2007). The preparation of preservice secondary English teachers in writing instruction: A case study of three California colleges' education programs. Action in Teacher Research, 29 (2), 70-79. http://dx.doi.org/10.1080/01626620.2007.10463450
- Hughes, J., & Dymoke, S. (2011). “Wiki-Ed Poetry”: Transforming preservice teachers’ preconceptions about poetry and poetry teaching. Journal of Adolescent & Adult Literacy, 55(1), 46–56.
- Hungerford-Kresser, H., & Vetter, A. (2017). Political tensions: English teaching, standards, and postsecondary readiness. English Teaching: Practice & Critique, 16(3), 407–422. https://doi.org/10.1108/ETPC-05-2017-0061
- Hunter, J. D., Silvestri, K. N., & Ackerman, M. L. (2018). ''Feeling like a different kind of smart'': Twitter as digital literacy mediates learning for urban youth and literacy specialist candidates. School-University Partnerships, 11(1), 36-45
- Jay, J. K. (2002). Meta, Meta, Meta: Modeling in a Methods Course for Teaching English. Teacher Education Quarterly, 4, 83-102.
- Jobe, L. & Pope, C. (2002). The English Methods Class Matters: Professor D and the Student Teachers. Reading Research and Instruction, 42(1), 1-29. http://dx.doi.org/10.1080/19388070209558378
- Katić, E.K. (2008). Preservice teachers’ conceptions about computers: An ongoing search for transformative appropriations of modern technologies. Teachers and Teaching: Theory and Practice, 14(2), 157-179.
- Lewis, M. A., & Petrone, R. (2010). “Although adolescence need not be violent…”: Preservice teachers’ connections between “adolescence” and literacy curriculum. Journal of Adolescent & Adult Literacy, 53(5), 398–407.
- McGuinn, N., & Naylor, A. (2009). Hesitantly into the arena: An account of trainee teachers’ and sixth form students’ preliminary attempts to enter into dialogue through email. English In Education, 43(3), 211-225.
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McQuitty, V. (2012). Emerging possibilities: A complex account of learning to teach writing. Research in the Teaching of English, 46(4), 358–389.
- Nicholson, S. A., & Bond, N. (2003). Collaborative reflection and professional community building: An analysis of preservice teachers' use of an electronic discussion board. Journal of Technology and Teacher Education, 11(2), 259-279.
- Petrone, R., & Lewis, M. A. (2012). Deficits, therapists, and a desire to distance: Secondary English preservice teachers' reasoning about their future students. English Education, 44(3), 254-287.
- Pitfield, M. (2011). Re-constructing the relationship between drama and English: Student-teachers' perspectives at the end of an initial teacher education year. English In Education, 45(1), 52-71. doi:10.1111/j.1754-8845.2010.01087.x
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Rush, L. S. (2009). Developing a story of theory and practice: multigenre writing in English teacher education. The Teacher Educator, 44(3), 204–216. http://doi.org/10.1080/08878730902960735
- Schieble, M. (2011). 'A case for interruption in the virtual English classroom with the graphic novel American Born Chinese. Australian Journal of Language and Literacy, The, 34(2), 202.
- Schieble, M., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. Journal of Teacher Education, 66(3), 245-260. http://dx.doi.org/10.1177/0022487115573264
- Skerrett, A., Warrington, A.S., Adonyi Pruitt, A. (2014). Tools and Processes for Building Racial Knowledge on Teacher Education Blogs. In P. J. Dunston & S. K. Fullerton (Eds.) 63rd Yearbook of the Literacy Research Association (pp. 191-202). Oak Creek, WI: Literacy Research Association.
- Smagorinsky, P., Rhym, D., & Moore, C. P. (2013). Competing centers of gravity: A beginning English teacher's socialization process within conflictual settings. English Education, 45(2), 147.
- Smagorinsky, P., Wilson, A. A., & Moore, C. (2011). Teaching grammar and writing: A beginning teacher's dilemma. English Education, 43(3), 262-292.
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Smagorinsky, P., Gibson, N., Moore, C., Bickmore, S., & Cook, L. S. (2004). Praxis shock: Making the transition from a student-centered university program to the corporate climate of schools. English Education, 36(3), 214-245.
- Smagorinsky, P., Wright, L., Murphy-Augustine, S., O'Donnell-Allen, C., & Konopak, B. (2007). Student engagement in the teaching and learning of grammar: A case study of an early-career secondary school English teacher. Journal of Teacher Education, 58(1), 76-90. http://dx.doi.org/10.1177/0022487106295727
- Smith, E. R., Bowen, B. A., & Dohm, F. A. (2014). Contradictory and Missing Voices in English Education: An Invitation to English Faculty. English Education, 46(2), 117.
- Stallworth, B. J. (2001). Using e-mail to facilitate dialogue between high school students and preservice english methods students. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 572-583), Chicago, Ill: National Reading Conference.
- Staples, J. M. (2013). Reading popular culture narratives of disease with pre-service teachers. Teacher Education Quarterly, 40(4), 27-40.
- Stevens, D., & Lowing, K. (2008). Observer, observed and observations: Initial teacher education English tutors’ feedback on lessons taught by student teachers of English. English In Education, 42(2), 182-198. doi:10.1111/j.1754-8845.2008.00015.x
- Street, C. (2004). Examining learning to teach through a social lens: How mentors guide newcomers into a professional community of learners. Teacher Education Quarterly, 31(2), 7-24.
- Vetter, A., Schieble, M. & Meacham, M. (2018). Critical conversations in English education: Discursive strategies for examining how teacher and student identities shape classroom discourse. English Education, 50(3), 255-282.
- Williamson, P. (2013). Enacting high leverage practices in English methods: The case of discussion. English Education, 46(1), 34.