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2013 January English Journal, v102.3

Non-Member Price: $12.50

NCTE Member Price: $4.25

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274


English Journal
Volume 102, Number 3, January 2013
Issue Theme: Mentoring and Teacher Development

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From the Editor
Ken Lindblom

High School Matters: “Juggling 400 Oranges”: Calling All Mentor Teachers
Christian Z. Goering
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

EJ in Focus: Webs of Support for Learning to Teach English Together
Thomas M. McCann, Guest Editor
Abstract: While the journey to becoming an English teacher can be a haphazard and trying experience, a lot of people can help along the way, and beginners can do much to helpthemselves.

Strengthening New Teacher Agency through Holistic Mentoring
Deborah Bieler
Abstract: If emerging teachers are going to be something more than technicians, they need to reflect on their instructional worldviews, the mission of schools, and their role as autonomousprofessionals.

The Wish List: Articulating and Responding to New Teachers’ Concerns
Erinn Bentley with Allison Morway and Tammie Short
Abstract: Although it is possible to cite general trends about the concerns of beginning teachers, each beginner will have specific needs and questions.

Questioning and Inquiry in Mentoring New Teachers of English: A Focus on Learners
Steven Z. Athanases
Abstract: An important developmental shift for new teachers moves them away from a focus on self and toward a focus on learners.

Collaborative Co-Mentoring for the Novice and the Experienced English Teacher
Steven T. Bickmore
Abstract: If the experience of teaching is going to keep newly minted teachers committed to the profession, they will have to find ways to break away from the traditional isolationof teaching.

Give Them Something to Talk About: The Role of Dialogue in Mentoring Relationships
Dawan Coombs and Kate Goodwin
Abstract: An effective mentor/protégé relationship is essentially dialogical.

Forming University and Teacher Partnerships in an Effort to Reframe and Rethink Mentoring Programs
Megan Guise
Abstract: Instead of thinking about teacher development as a series of discrete stages, mentors in schools and universities might re-conceptualize the process as a continuum, with thefaculty involved in the preparation continuing a partnership to support the development of beginners in the schools.

Distributed Mentoring: Designing Contexts for Collective Support of Teacher Learning
Debi Khasnabis, Catherine H. Reischl, Melissa Stull, and Timothy Boerst
Abstract: In contrast to a conventional conception of mentoring as a one-to-one relationship, a model of distributed mentoring taps into the combined knowledge and wisdom of a teamto focus attention on the quality of instructional practices and the processes involved in problem solving.

“Working with my mentor is like having a second brain/hands/feet/eyes”: Perceptions of Novice Teachers
Carol Gilles, Lina Trigos Carrillo, Yang Wang, Jenny Stegall, and Barri Bumgarner
Abstract: If new teachers are going to do more than endure a rocky start, they need to develop a deep understanding about learners and about teaching their own discipline effectively.

With a Little Help from Their Friends: Making the Transition from Student to Teacher
Susan Spangler
Abstract: A university’s seminar model suggests the design of a collaborative structure that promotes team sharing and problem solving.

Creating a Breathing Space: An Online Teachers’ Writing Group
Christine M. Dawson, Eleanor Liu Robinson, Kelly Hanson, Jillian VanRiper, and Christina Ponzio
Abstract: A mentoring relationship that began as part of teacher preparation can evolve into a professional community that stays connected through several means of communication.

Why Do New Teachers Leave? How Could They Stay?
Elaine Simos
Abstract: An effective mentor program matters a great deal. Such a program must focus consistently on professional development, extend the work begun at the university, andconnect newcomers to a professional learning community.

Poem: Robot Max
Michael Milburn

Poem: Dying in the Wine Dark Sea
Richard Roundy

Poem: Questions
Greg Overman

Poem: They Never Called Home
Scott Hebenstreit

Mentoring Matters: Preparing Beginning Teachers for Hard Conversations
Anne Elrod Whitney and Nicole Olcese
Abstract: "Mentoring Matters" focuses on effective ways to support new English teachers and student teachers.

Off the Shelves: “History with Feelings”: Nonfiction Titles for Teens
Mark Letcher
Abstract: "Off the Shelves" discusses new young adult literature and explores ways of teaching YA texts in middle and high school English classes.

Research for the Classroom: Mini Vocabulary Lessons for Maximum Recall
Deanne Sovereen
Abstract: "Research for the Classroom" publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.

Teaching Young Adult Literature: “Change” as an Interdisciplinary Theme: YA Literature in the Content Areas
Kelly Byrne Bull, Margaret Dulaney, Cheryl North-Coleman, Jeffrey Kaplan, and Lois Stover
Abstract: "Teaching Young Adult Literature" describes innovative methods for engaging students in reading, writing, and discussing contemporary and classic literary texts written for adolescents.

Success with ELLs: Assessing ELL Students in Mainstream Classes: A New Dilemma for the Teachers
Nilufer Guler
Abstract: "Success with ELLs" suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in  mainstream middle and high school English classes.

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