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2014 January English Journal, v103.3

Non-Member Price: $12.50

NCTE Member Price: $4.25

Issue Theme: Interdisciplinary Synergy: Teaching and Learning in Collaboration

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274


English Journal
Volume 103, Number 3, January 2014
Issue Theme: Interdisciplinary Synergy: Teaching and Learning in Collaboration

Call for Manuscripts

From the Editors
Julie Gorlewski and David Gorlewski

High School Matters: Creating Synergy beyond the English Hall
Tara Seale
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

“No Bamboozlement Here”: Teaching Yann Martel’s Life of Pi across the Curriculum
Steven H. Bills, Lisa Bond, and Janet Cascio
Abstract: The article examines Yann Martel’s novel Life of Pi in the context of providing instruction across the high school curriculum.

Historical Fiction in English and Social Studies Classrooms: Is It a Natural Marriage?
KaaVonia Hinton, Yonghee Suh, Lourdes Colón-Brown, and Maria O’Hearn
Abstract: The authors report outcomes of a collaborative, interdisciplinary effort through a study group developed to make connections across content areas (English and history/social studies) and grade levels (middle school, high school, and college).

Intending to Meet: The Truth about Collaboration
Jill Jordan and Rebecca Kaplan
Abstract: This article illustrates the importance of taking the time to practice authentic collaboration for teachers to better their craft and help their students become independent and critical learners.

Internal Rhyme, Isosceles Triangles, and iMovie: A Middle School Collaboration to Integrate English and Geometry
Erin Counihan and Amanda Silcox
Abstract: An eighth-grade English teacher and a math teacher work together to improve student writing, engagement, and communication in English and geometry classes.

What The Hunger Games Can Teach Us about Disciplinary Literacy
Jane M. Saunders
Abstract: This piece discusses how to use the young adult novel The Hunger Games to plan literacy-based lessons that draw on a variety of core content (English, history, math, and science) and deepen students’ understandings of curricular content across the school day.

“To Be English, Math, and History”: A Multidisciplinary Project for Students and Teachers
Nancy Pekter and Bruce McAskill
Abstract: Two teachers of different subject areas (English and mathematics) describe their experiences with a multidisciplinary research paper for senior high school students.

The Living Book Project: A Portrait of Collaboration
Elizabeth Baumann Kelso and Lauren Kaushansky
Abstract: Teachers and students from diverse high schools, in collaboration with university personnel, came together for the Living Book Project and collectively reflected on Rebecca Skloot’s The Immortal Life of Henrietta Lacks.

Figurative Theater
Kyle Vaughn and Robert Kallos
Abstract: The article describes a collaborative project co-taught by a creative writing teacher and the theater department’s technical director that required students to write an original script and perform it as toy theater or shadow theater.

Nonfiction and Interdisciplinary Inquiry: Multimodal Learning in English and Biology
Kelly Byrne Bull and Juliann B. Dupuis
Abstract: This article offers suggestions on teaching a nonfiction unit (in English) and genetics unit (in biology) that, together, incorporate reading, researching, writing, and advocating for an environmental issue.

Discussion-Based Problem Solving: An English-Calculus Collaboration Emphasizes Cross-Curricular Thinking Skills
Jennifer Isgitt and Quentin Donnellan
Abstract: An English teacher and a math teacher collaborating to improve practices in classroom discussion develop a problem-solving method that steers students away from seeking simple solutions and into an understanding of the complexity and nature of problems.

Chess, Contest, and English
Samuel Elliott and Geoffrey Elliott
Abstract: This article reports on an ethnographic analysis of students who play chess at a mixed comprehensive school in England. The authors explore how children learn when playing chess and speculate about how the appeal of the game could be used by secondary teachers to improve English lessons.

Poem: A Class with Einstein
Todd Friedman

Poem: As It Turns Out
Richard Fenton Sederstrom

Poem: Poem Written at Subway
Matt Pasca

Continuous Becoming: Moving toward Mastery: A Master Teacher’s Responsibility to the Future
William H. Billings
Abstract: “Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own roadmaps toward mastery.

A Thousand Writers: Voices of the NWP: Explore, Tinker, and Play: Everything I Need to Know about Teaching Writing I Learned at the Science Museum
Tanya Baker
Abstract: This column seeks to explore the experiences of National Writing Project teachers as writers, teachers of writing, and educational leaders.

Speaking Truth to Power: Opening Doors: Restoring Teacher Agency in the School Accountability Era
Sean P. Connors and Ed Bengtson
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak truth to power.

Envisioning Assessment: “Too Much Foliage in Proportion to Fruit—I Think”: A Plea for Metalanguage
Jed Hopkins
Abstract: “Envisioning Assessment” examines the roles assessment might be playing in the “bureaucratization” of our education system and considers the creation of an ideal educational world where assessment is supportive of education.

Soft(a)ware in the English Classroom: What’s Worth Sharing?
Jacqueline Bach and Joseph A. Watson
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.

Lingua Anglia: Bridging Language and Learners: Sheltering Mockingbird: Scaffolding the Novel for English Language Learners
Rebecca Sadrianna
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Carpe Librum: Seize the (YA) Book: Literary Slipstream: Using Contemporary YA Fiction to Connect Students with the Canon
Pauline Skowron Schmidt
Abstract: This column hopes to serve as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.

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