CITE-ITEL A dialogical synthesis of research into initial literacy teacher preparation
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English Education

  • Agee, J. (2006). What Kind of Teacher Will/Be? Creating Spaces for Beginning Teachers' Imagined Roles. English Education, 38(3), 194-219.
  • Augustine, S. M., & Zoss, M. (2006). Aesthetic flow experience in the teaching of preservice language arts teachers. English Education, 39(1), 72-95.
  • Bach, J., & Weinstein, S. (2014). Who's the teacher? What Tony Danza taught us about English education. English Education, 46(4), 300.
  • Barnes, M. E. (2016). Recalculation in teacher preparation: Challenging assumptions through increased community contact. English Education, 48(2), 149-176.
  • Basmadjian, K. G. (2008). Watching what we say: Using video to learn about discussions. English Education, 41(1), 13-38.
  • 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.
  • Certo, J., Apol, L., Wibbens, E., & Hawkins, L. (2012). Living the poet's life: Using an aesthetic approach to poetry to enhance preservice teachers' poetry experiences and dispositions. English Education, 44(2), 102-146. 
  • Davila, D. (2011). "White People Don't Work at McDonald's" and Other Shadow Stories from the Field: Analyzing Preservice Teachers' Use of Obama's Race Speech to Teach for Social Justice. English Education, 44(1), 13-50.
  • Dong, Y. R. (2008). Productive tensions: Student teachers' handling of sociocognitive conflicts during the classroom discussion. English Education, 40(3), 231-255.
  • Glenn, W. J. (2014). To witness and to testify: Preservice teachers examine literary aesthetics to better understand diverse literature. English Education, 46(2), 90.
  • 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.
  • Haddix, M., & Price-Dennis, D. (2013). Urban fiction and multicultural literature as transformative tools for preparing English teachers for diverse classrooms. English Education, 45(3), 247.
  • Hallman, H. L., & Burdick, M. N. (2011). Service learning and the preparation of English teachers. English Education, 43(4), 341-368.
  • Jacobs, K. B. & Low, D. E. (2017). Critical questioning in and beyond the margins: Teacher preparation students’ multimodal inquiries into literacy assessment. English Education, 49(3), 226-264.
  • Johnson, A. S. (2008). The moral of the story: Agency in preservice teachers' literacy stories. English Education, 40(2), 122-144.  
  • Johnson, J. (2012). "A Rainforest in Front of a Bulldozer": The Literacy Practices of Teacher Candidates Committed to Social Justice. English Education, 44(2), 147-179. 
  • Kist, W., & Pytash, K. E. (2015). "I love to flip the pages": Preservice teachers and new literacies within a field experience. English Education, 47(2), 131-167.
  • Many, J. E., Howard, F., & Hoge, P. (2002). Epistemology and preservice teacher education: how do beliefs about knowledge affect our students' experiences?. English Education, 34(4), 302-322.
  • Meyer, T., & Sawyer, M. (2006). Cultivating an inquiry stance in English education: Rethinking the student teaching seminar. English education, 39(1), 46-71.
  • Myers, J., & Eberfors, F. (2010). Globalizing English through intercultural critical literacy. English education, 42(2), 148-170.
  • Park, J. Y. (2013). All the ways of reading literature: Preservice English Teachers' perspectives on disciplinary literacy. English Education, 45(4), 361.
  • 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.
  • Sherry, M. B. (2017). Prospective English teachers learn to respond to diversity in students' writing through the student writing archive project (SWAP). English Education, 49(4). 347-376.
  • Simon, R. (2015). "I'm fighting my fight, and I'm not alone anymore": The influence of communities of inquiry. English Education, 48(1), 41-71.
  • Simon, R. (2013). " Starting with What Is": Exploring Response and Responsibility to Student Writing through Collaborative Inquiry. English Education, 45(2), 115.
  • Singer, N., & Zeni, J. (2004). Building bridges: Creating an online conversation community for preservice teachers. English Education, 37(1), 30-49. 
  • Skerrett, A., Pruitt, A. A., & Warrington, A. S. (2015). Racial and related forms of specialist knowledge on English education blogs. English Education, 47(4), 314.
  • 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.
  • 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.
  • 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.
  • Spalding, Elizabeth, and Angene H. Wilson. Bowling together: Spalding, E., & Wilson, A. H. (2006). Bowling together: Cultivating communities of practice in English and social studies teacher education. English Education, 38(2), 102-122.
  • Stockinger, P. C. (2007). Living in, learning from, looking back, breaking through in the English language arts methods course: A case study of two preservice teachers. English Education, 39(3), 201-225.
  • Stone, J. C. (2003). Unpacking the social imaginary of literacy education: A case study. English education, 36(1), 35-55.
  • Tapia, E. (1999). "I wouldn't think nothin' of it": Teacher candidates survey public on nonstandard usage. English Education, 31(4), 295-309.
  • 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.
  • Whitin, P. (2006). Forging pedagogical paths to multiple ways of knowing. English Education, 38(2), 123-145.
  • Williamson, P. (2013). Enacting high leverage practices in English methods: The case of discussion. English Education, 46(1), 34.
  • Wolfe, P. (2010). Preservice teachers planning for critical literacy teaching. English Education, 42(4), 368-390.
  • Zoss, M., Holbrook, T., McGrail, E., & Albers, P. (2014). Knotty articulations: Professors and preservice teachers on teaching literacy in urban schools. English Education, 47(1), 38.

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The Literacy Research Association provided pilot funding for portions of this project.