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2014 November English Journal, v104.2

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Issue Theme: The Standards Movement: A Recent History

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274


English Journal
Volume 104, Number 2, November 2014

Issue Theme: The Standards Movement: A Recent History

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From the Editors
Julie Gorlewski and David Gorlewski

High School Matters: Curiouser and Curiouser: A Brief Reflection on Standards
Jocelyn A. Chadwick
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

EJ in Focus: The Common Core Memorandum of Understanding: What a Story
Mercedes K. Schneider
Abstract: The question of who, exactly, is truly responsible for writing the Common Core State Standards (CCSS) is a matter for debate. The CCSS website describes CCSS development in the following way: Building on the excellent foundation of standards states have laid, the Common Core State Standards are the first step in providing our young people with a high-quality education. It should be clear to every student, parent, and teacher what the standards of success are in every school.

The End of Innovation
Stephen Heller
Abstract: This article explores questions about the ability for an assessment-driven approach toward education to foster creative, vibrant classrooms.

A Call for Subterfuge: Shielding the ELA Classroom from the Restrictive Sway of the Common Core
Chris Gilbert
Abstract: This author discusses how ELA instructors must practice subterfuge and resist standardization by using Personal Standards.

Opportunity Costs of the Common Core in High School ELA
Eamon Cunningham
Abstract: This article offers strategies for adjusting in-class curriculum to align with the CCSS, and how to increase fluency with the demands of standardized tests.

Rewriting the Common Core State Standards for Tomorrow’s Literacies
Jessica Van Cleave and Sarah Bridges-Rhoads
Abstract: These authors highlight the push for reading the CCSS as a living document like any other, open to interpretation and creative implementation.

Teacher Perspectives and Classroom Changes during the Standards Movement
Marci Glaus
Abstract: This article restores a voice to those teachers who do the important work of educating students in classrooms, highlighting the changes taking place during standardization.

From English Language Arts Teacher to Literacy Expert: Reimagining Our Roles
Amy Lannin, Angela Kohnen, Katie Kline, Nancy Singer, Valorie Stokes, and Amy Knowles
Abstract: This article chronicles work that is focused on content-area writing, as stressed in the CCSS, and partnered language arts teachers with career/technical educators.

Metaphors, Frames, and Fact (Checks) about the Common Core
Anne Whitney and Patrick Shannon
Abstract: This article interrogates some metaphors that CCSS proponents have used as arguments to characterize CCSS, and then checks the facts that others have amassed around the issue.

Revisiting Dewey in the Age of Common Core: Confessions of an Unwilling Deconstructivist
Anne Peel
Abstract: This author argues that NCLB has pressured writing teachers to underserve developing writers by replacing inquiry with an emphasis on product.

How Have We Been Standardized? Let Me Count the Ways
Susan Arpajian Jolley
Abstract: This article examines, both personally and historically, the deleterious effects of the decades-old movement toward standardization of both students and teachers.

Teaching Equity through Gatsby in the Age of CCSS
Allisyn Mills and Seungho Moon
Abstract: Influenced by CCSS, the authors provide options for teachers who share the need to design curriculum to incorporate more perspectives in the classroom.

Coming Full Circle: A Young Teacher’s Journey with the Standards Movement
Monique Cherry-McDaniel
Abstract: This article details a teacher’s journey from having an unhealthy relationship with the standards to redefining herself as a professional and using the standards to support sound instruction.

Enacting Problem-Posing Education through Project-Based Learning
Nadia Behizadeh
Abstract: This article promotes project-based learning in English education as a way to combat the loss of cultural relevancy under the pressures of standardization.

The 2013 Honor List: Fiction Filled with Real Information
Don L. F. Nilsen, James Blasingame Jr., and Alleen Pace Nilsen
Abstract: Can deep reading into fictional worlds provide insight into our real-life experiences? Texts selected for the 2013 Honor List indicate that the answer is resoundingly affirmative.

Poem: My Kind of Slo(w)
Patricia O’Connor

Poem: A Problem, Solution Paper
Greg Overman

Poem: the archeology of white people
P. L. Thomas

Poem: the kindness school (beyond the archeology of white people, pt. 2)
P. L. Thomas

Poem: Write It! (Like Disaster)
Lynn Doyle

Speaking Truth to Power: “Not the Time . . . to Follow the Line of Least Resistance”
P. L. Thomas
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Soft(a)ware in the English Classroom: Education Reform and Potemkin Villages: Expanding Conceptions of “Data”
Noah Asher Golden
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.

Disabling Assumptions: Differentiating Writing, Reading, and How We Respond to Writing
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: Vir Bonus Dicendi Peritus: The Art of Oral Argumentation
Tim W. Watson and Pamela J. Hickey
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: LGBTQ Stories We Need to Hear Now
Laura Renzi
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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