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2014 July English Journal, v103.6

Non-Member Price: $12.50

NCTE Member Price: $4.25

Issue Theme: From Novice to Expert: The Development of Professional Educators.

Level(s): Secondary

ISBN/ISSN: 0013-8274


English Journal
Volume 103, Number 6, July 2014

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Call for Manuscripts

2013–2014 Reviewers

From the Editors
Julie Gorlewski and David Gorlewski

EJ in Focus: The Art of the Impossible: Professional Study and the Making of Teachers
Peter Taubman
Abstract: This article critiques dominant conceptions of teacher development and expertise and urges teachers to create opportunities to explore their own intellectual, aesthetic, and emotional lives.

Serendipitous Stories: The Use of Memoir Concept Albums to Teach Memoir Writing
Melissa Williamson
Abstract: Memoir concept rock albums bridge the teaching of memoir by using a medium students know best: music.

Learning from Poverty and High-Stakes Testing: Developing as a Professional Educator in Texas
Jan Lacina
Abstract: The author describes lessons important for all teachers, novice to expert, to consider as they develop and refine as professionals.

The Practice of Empathy
Emily Wender
Abstract: This author argues that developing the practice of empathy is fundamental to becoming an expert teacher.

Beyond the Stacks: Why High School English Teachers Should Be Talking about Books
Kierstin H. Thompson
Abstract: In this article, the author shares interview data showcasing teacher expertise and calls for more focused professional development in reading and discussing literature.

Pulling Back the Curtain: Engaging Preservice Teachers in Expert Practices of Evaluation and Reflection
Dawan Coombs and Jonathan Ostenson
Abstract: In this article, the authors explore the experiences of preservice teachers in two methods courses that introduced these students to the feedback process and cultivated their teacher identities.

Transforming Professional Lives through Online Participation
Luke Rodesiler, Meenoo Rami, Gary Anderson, Cindy Minnich, Brian Kelley, and Sarah Andersen
Abstract: This article draws from a qualitative study investigating five English teachers’ experiences participating online (via blogs, microblogs, and social network sites) in exploration of issues related to teaching, learning, and literacy.

I Heart Teaching: A Travel Memoir
Carolyn O’Donnell
Abstract: Referencing Freire, Ladson-Billings’s approach to “culturally relevant pedagogies,” and Moje et al.’s “third space,” this memoir details an American English educator’s transformation from inexperienced instructor to lifelong student.

Wobbling in Public: Supporting New and Experienced Teachers
Antero Garcia and Cindy O’Donnell-Allen
Abstract: This article describes an approach for supporting preservice teachers as they prepare to meet the inevitable challenges of teaching.

Poem: Ezra Reading
Karen Maceira

Poem: Creative Writing Field Trip: Pickens County Flea Market
Nancy Swanson

Poem: Tardy
Kelly J. Gomes

Poem: Shouldering Sandy Hook (P.T. 12.17)
Brenna Griffin

Poem: Too Cool for School
Michael Milburn

Disabling Assumptions: Developing Further as Readers with Our Students
Patricia A. Dunn
Abstract: This column explores how paying attention to disability—both to the rich contributions made by people with disabilities and to the sometimes negative attitudes in society that can interfere with those contributions—can foster classroom interactions that are more democratic, more inclusive, and more equitable.

Lingua Anglia: Bridging Language and Learners: Engaging Culturally and Linguistically Diverse Youth through Performance Poetry
Pablo C. Ramirez
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Soft(a)ware in the English Classroom: Screen Capture Software for Flipped Instruction: The Flip Side
Lisa Beckelhimer
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.

Speaking Truth to Power: The Legacies of Rachel Carson
Karen F. Stein
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Carpe Librum: Seize the (YA) Book: We’re Not Kidding: Nonfiction Texts to Use across the Curriculum
Emilee Hussack and 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.

Indexes to Volume 103

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