The fourth volume in a series begun over 50 years ago, this collection is an authoritative resour... more The fourth volume in a series begun over 50 years ago, this collection is an authoritative resource that draws on the knowledge and expertise of outstanding scholars and provides crucial information about research, theory, and practice related to secondary school literacy.
Leading scholars, along with newer researchers in literacy education, address topics such as the impact of state and federal mandates on literacy instruction in secondary classrooms, English language learners, and online reading comprehension. Chapter authors include Richard L. Allington, Donna E. Alvermann, Kathleen A. Hinchman, Robert T. Jiménez, Kevin M. Leander, Alfred W. Tatum, and Robert J. Tierney, among others.
Each chapter contains rich discussions of current research as well as practical classroom applications. As one reviewer noted, “Each and every chapter is well-documented and presents clearly established implications for teaching tied to the latest research findings. One of the major strengths of this edited volume lies in the way it points to a remarkable consistency across research findings representing a broad spectrum of disciplinary arenas.”
This volume is a welcome addition for any teacher, administrator, or district looking to implement sound research-based classroom practice and professional development.
Endorsed by the National Conference on Research in Language and Literacy (NCRLL).
323 pp. 2007. Grades 9–College. ISBN 978-0-8141-4293-6.
As a land grant, flagship American public institution, the University of Wyoming’s (UW) transform... more As a land grant, flagship American public institution, the University of Wyoming’s (UW) transformation to connect the University’s values with Wyoming’s twentyfirst century needs while fostering a harmonious balance in the state takes place in a unique context. UW, the sole university serving the country’s ninth largest state, holds distinction as the nation’s least populous state with fewer than 600,000 residents dispersed across its 97,914 square miles. UW is charged with meeting the needs of this broadly dispersed population living in small cities and vast rural regions, including Wind River, the nation’s seventh largest Native American reservation, the home of the Eastern Shoshone and Northern Arapaho nations. UW initiatives to support this transformation include: science education and research; engineering education, research and economic development; and professional educator preparation. These initiatives coincide with the creation of UW’s Native American Education Research and Cultural Center, formalized articulation agreements between UW and the state’s seven community colleges, and the development of UW’s comprehensive strategic enrollment plan. This chapter explores: (1) US flagship, land grant institutions and UW’s unique role as the state’s sole university; (2) the renewal of UW’s connections throughout the state in service to its people; and (3) UW enterprises created to reinvigorate the embodiment of its institutional virtues. In exploring these themes, this chapter reveals the hopeful ways that reinvigorating institutional virtues while connecting to current, relevant service can provide a joyful, positive and meaningful role for higher education in the current era.
Purpose The purposes of this study is to expand on previous work in English language arts (ELA) d... more Purpose The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups. Design/methodology/approach The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding. Findings This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants. Pra...
Many situations that affect the teaching of English have been unevenly examined in the scholarshi... more Many situations that affect the teaching of English have been unevenly examined in the scholarship. Asking the question, “What research in English teacher education will address the demands of preparing English language arts teachers for 21st century contexts?,” the authors provide recommendations to the field that will make our work more relevant and propose areas for further study based on current situations in English education in the United States that will move the field forward. The chapter suggests topics for further research centered on the English language arts-specific methods (pedagogy) course that includes exploring the tensions between literacy and English studies, integrating technology, moving theory into practice, the effects of high-stakes testing and assessments, and supporting more diverse student populations.
In this, our final editorial, we reflect back on the goals outlined in our first editorial (Octob... more In this, our final editorial, we reflect back on the goals outlined in our first editorial (October 2010) and what we accomplished in the past five years. Our vision for English Education was "to continue the solid reputation for both excellence and collegiality that has been built over the last four decades" (p. 6). We hope that you, the reader, feel we were successful in meeting this vision.We also wanted the journal "to be seen as a venue for publishing qualitative, quantitative, and multiple-methods studies . . . and we wanted to encourage researchers to think about the many ways we can answer the perennial, and new, questions about English education and how diverse methodological approaches can add to these discussions" (p. 6). We hoped that we would get more of a balance among these types of methodologies in the research published in English Education. Although this goal didn't come to fruition, we did see some interesting articles published in the Rese...
In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh pr... more In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming li...
... Walking the dream. Cookeville, TN: One Step. Back. Back to menu. About the Author. Leslie Rus... more ... Walking the dream. Cookeville, TN: One Step. Back. Back to menu. About the Author. Leslie Rush is an assistant professor of English education at the University of Wyoming in Laramie, WY, USA. She teaches courses in secondary English methods and in qualitative research. ...
No matter how many times we have attended the NCTE Annual Convention- at least a dozen-we always ... more No matter how many times we have attended the NCTE Annual Convention- at least a dozen-we always return home energized, renewed, and idea-filled. This past Convention was no exception. In particular, we were inspired by NCTE president Ernest Morrell's visit to the CEE Executive Committee meeting and his message regarding the 2014 Annual Convention theme-"Story as the Landscape of Knowing." In the call for program proposals, Kathy G. Short, president-elect of NCTE, writes,Story is the landscape within which we live as teachers and researchers- our knowledge is ordered by story and understood by story. Our rich stockpiles of storied knowledge about literacy, curriculum, instruction, and students construct teaching as narrative in action. Stories are the touchstones and metaphors by which we conduct our professional lives, telling us who we are and who we can, or cannot become. They constrain and position our identities and roles as well as provide a way of knowing and of...
As we write this editorial, it is the dog days of summer, and just as quickly as we thought we co... more As we write this editorial, it is the dog days of summer, and just as quickly as we thought we could slow down and take a breath, we realized that it is time to plan for the 2014-15 school year. With close to 40 years of teaching experience between us, we finally recognize and admit that We. Will. Never. Get. It. All. Done.For teachers and teacher educators, getting it all done is standard operating procedure, or so we like to tell ourselves. However, in the impossible pursuit of accomplishing every task on our current and future agendas, what is sacrificed? Health? Relationships? Our reflective practices? Our best teaching?As we brainstormed about what to write for this editorial, we created lists of what we needed to do. Writing these editorials can be fun and cathartic, and the current endeavor was-to be frank-stressing us out. So, we each decided to pick one topic to write about that might resonate with the readers. That topic is assessment.In the rush to go from mindless five-p...
Contemporary Issues in Technology and Teacher Education, 2016
This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher ... more This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. One aspect of the study focused on how technology is integrated within the context of English teacher education programs, asking the question, “As an area of emphasis in the teaching of English, how do teacher educators prepare beginning English teachers to address the teaching of technology and new literacies in the context of the English language arts?” This paper highlights the data and the findings from the self-administered questionnaire portion of the study concerned with technology use in the English language arts methods course. Contemporary Issues in Technology and Teacher Education, 16(4) 374 Some might contend that the teaching of the English language arts (ELA) remains, at its core, a subject premised on the study of literature, composition, language, and oratory. This definition, operationaliz...
This forum article discusses using disciplinary literacy approaches for reading literary text tar... more This forum article discusses using disciplinary literacy approaches for reading literary text targeting interpretation as a goal. Disciplinary literacy approaches make the assumption that literacy tasks and processes differ based upon the demands, goals, and epistemology of each discipline and that identifying these differences is key toward creating instruction for students. As such, we explicate a disciplinary approach to help build interpretation skills of developmental readers while working through literary texts within English language arts contexts and settings.
ABSTRACT The purpose of this pilot study is to examine how experts and novices in the study of li... more ABSTRACT The purpose of this pilot study is to examine how experts and novices in the study of literary texts read those texts, and to make suggestions for an English Language Arts (ELA) disciplinary literacy based on those findings. A small sample of experts and novices, four professors of literature and four college freshmen, participated in read-alouds of two texts. Their comments were transcribed and analyzed. This article provides a broad theory to justify the study of disciplinary literacy, as well as an explanation of the findings from this expert–novice study, especially regarding the major differences between how the experts and novices read. Specifically, three guiding traits of ELA disciplinary literacy were found and discussed: interpretive purpose-driven reading, recursive and constant hypothesizing, and literary dialoging.
The fourth volume in a series begun over 50 years ago, this collection is an authoritative resour... more The fourth volume in a series begun over 50 years ago, this collection is an authoritative resource that draws on the knowledge and expertise of outstanding scholars and provides crucial information about research, theory, and practice related to secondary school literacy.
Leading scholars, along with newer researchers in literacy education, address topics such as the impact of state and federal mandates on literacy instruction in secondary classrooms, English language learners, and online reading comprehension. Chapter authors include Richard L. Allington, Donna E. Alvermann, Kathleen A. Hinchman, Robert T. Jiménez, Kevin M. Leander, Alfred W. Tatum, and Robert J. Tierney, among others.
Each chapter contains rich discussions of current research as well as practical classroom applications. As one reviewer noted, “Each and every chapter is well-documented and presents clearly established implications for teaching tied to the latest research findings. One of the major strengths of this edited volume lies in the way it points to a remarkable consistency across research findings representing a broad spectrum of disciplinary arenas.”
This volume is a welcome addition for any teacher, administrator, or district looking to implement sound research-based classroom practice and professional development.
Endorsed by the National Conference on Research in Language and Literacy (NCRLL).
323 pp. 2007. Grades 9–College. ISBN 978-0-8141-4293-6.
As a land grant, flagship American public institution, the University of Wyoming’s (UW) transform... more As a land grant, flagship American public institution, the University of Wyoming’s (UW) transformation to connect the University’s values with Wyoming’s twentyfirst century needs while fostering a harmonious balance in the state takes place in a unique context. UW, the sole university serving the country’s ninth largest state, holds distinction as the nation’s least populous state with fewer than 600,000 residents dispersed across its 97,914 square miles. UW is charged with meeting the needs of this broadly dispersed population living in small cities and vast rural regions, including Wind River, the nation’s seventh largest Native American reservation, the home of the Eastern Shoshone and Northern Arapaho nations. UW initiatives to support this transformation include: science education and research; engineering education, research and economic development; and professional educator preparation. These initiatives coincide with the creation of UW’s Native American Education Research and Cultural Center, formalized articulation agreements between UW and the state’s seven community colleges, and the development of UW’s comprehensive strategic enrollment plan. This chapter explores: (1) US flagship, land grant institutions and UW’s unique role as the state’s sole university; (2) the renewal of UW’s connections throughout the state in service to its people; and (3) UW enterprises created to reinvigorate the embodiment of its institutional virtues. In exploring these themes, this chapter reveals the hopeful ways that reinvigorating institutional virtues while connecting to current, relevant service can provide a joyful, positive and meaningful role for higher education in the current era.
Purpose The purposes of this study is to expand on previous work in English language arts (ELA) d... more Purpose The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups. Design/methodology/approach The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding. Findings This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants’ strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants. Pra...
Many situations that affect the teaching of English have been unevenly examined in the scholarshi... more Many situations that affect the teaching of English have been unevenly examined in the scholarship. Asking the question, “What research in English teacher education will address the demands of preparing English language arts teachers for 21st century contexts?,” the authors provide recommendations to the field that will make our work more relevant and propose areas for further study based on current situations in English education in the United States that will move the field forward. The chapter suggests topics for further research centered on the English language arts-specific methods (pedagogy) course that includes exploring the tensions between literacy and English studies, integrating technology, moving theory into practice, the effects of high-stakes testing and assessments, and supporting more diverse student populations.
In this, our final editorial, we reflect back on the goals outlined in our first editorial (Octob... more In this, our final editorial, we reflect back on the goals outlined in our first editorial (October 2010) and what we accomplished in the past five years. Our vision for English Education was "to continue the solid reputation for both excellence and collegiality that has been built over the last four decades" (p. 6). We hope that you, the reader, feel we were successful in meeting this vision.We also wanted the journal "to be seen as a venue for publishing qualitative, quantitative, and multiple-methods studies . . . and we wanted to encourage researchers to think about the many ways we can answer the perennial, and new, questions about English education and how diverse methodological approaches can add to these discussions" (p. 6). We hoped that we would get more of a balance among these types of methodologies in the research published in English Education. Although this goal didn't come to fruition, we did see some interesting articles published in the Rese...
In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh pr... more In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming li...
... Walking the dream. Cookeville, TN: One Step. Back. Back to menu. About the Author. Leslie Rus... more ... Walking the dream. Cookeville, TN: One Step. Back. Back to menu. About the Author. Leslie Rush is an assistant professor of English education at the University of Wyoming in Laramie, WY, USA. She teaches courses in secondary English methods and in qualitative research. ...
No matter how many times we have attended the NCTE Annual Convention- at least a dozen-we always ... more No matter how many times we have attended the NCTE Annual Convention- at least a dozen-we always return home energized, renewed, and idea-filled. This past Convention was no exception. In particular, we were inspired by NCTE president Ernest Morrell's visit to the CEE Executive Committee meeting and his message regarding the 2014 Annual Convention theme-"Story as the Landscape of Knowing." In the call for program proposals, Kathy G. Short, president-elect of NCTE, writes,Story is the landscape within which we live as teachers and researchers- our knowledge is ordered by story and understood by story. Our rich stockpiles of storied knowledge about literacy, curriculum, instruction, and students construct teaching as narrative in action. Stories are the touchstones and metaphors by which we conduct our professional lives, telling us who we are and who we can, or cannot become. They constrain and position our identities and roles as well as provide a way of knowing and of...
As we write this editorial, it is the dog days of summer, and just as quickly as we thought we co... more As we write this editorial, it is the dog days of summer, and just as quickly as we thought we could slow down and take a breath, we realized that it is time to plan for the 2014-15 school year. With close to 40 years of teaching experience between us, we finally recognize and admit that We. Will. Never. Get. It. All. Done.For teachers and teacher educators, getting it all done is standard operating procedure, or so we like to tell ourselves. However, in the impossible pursuit of accomplishing every task on our current and future agendas, what is sacrificed? Health? Relationships? Our reflective practices? Our best teaching?As we brainstormed about what to write for this editorial, we created lists of what we needed to do. Writing these editorials can be fun and cathartic, and the current endeavor was-to be frank-stressing us out. So, we each decided to pick one topic to write about that might resonate with the readers. That topic is assessment.In the rush to go from mindless five-p...
Contemporary Issues in Technology and Teacher Education, 2016
This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher ... more This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. One aspect of the study focused on how technology is integrated within the context of English teacher education programs, asking the question, “As an area of emphasis in the teaching of English, how do teacher educators prepare beginning English teachers to address the teaching of technology and new literacies in the context of the English language arts?” This paper highlights the data and the findings from the self-administered questionnaire portion of the study concerned with technology use in the English language arts methods course. Contemporary Issues in Technology and Teacher Education, 16(4) 374 Some might contend that the teaching of the English language arts (ELA) remains, at its core, a subject premised on the study of literature, composition, language, and oratory. This definition, operationaliz...
This forum article discusses using disciplinary literacy approaches for reading literary text tar... more This forum article discusses using disciplinary literacy approaches for reading literary text targeting interpretation as a goal. Disciplinary literacy approaches make the assumption that literacy tasks and processes differ based upon the demands, goals, and epistemology of each discipline and that identifying these differences is key toward creating instruction for students. As such, we explicate a disciplinary approach to help build interpretation skills of developmental readers while working through literary texts within English language arts contexts and settings.
ABSTRACT The purpose of this pilot study is to examine how experts and novices in the study of li... more ABSTRACT The purpose of this pilot study is to examine how experts and novices in the study of literary texts read those texts, and to make suggestions for an English Language Arts (ELA) disciplinary literacy based on those findings. A small sample of experts and novices, four professors of literature and four college freshmen, participated in read-alouds of two texts. Their comments were transcribed and analyzed. This article provides a broad theory to justify the study of disciplinary literacy, as well as an explanation of the findings from this expert–novice study, especially regarding the major differences between how the experts and novices read. Specifically, three guiding traits of ELA disciplinary literacy were found and discussed: interpretive purpose-driven reading, recursive and constant hypothesizing, and literary dialoging.
"The fourth volume in a series begun over 50 years ago, this collection is an authoritative ... more "The fourth volume in a series begun over 50 years ago, this collection is an authoritative resource that draws on the knowledge and expertise of outstanding scholars and provides crucial information about research, theory, and practice related to secondary school literacy. Leading scholars, along with newer researchers in literacy education, address topics such as the impact of state and federal mandates on literacy instruction in secondary classrooms, English language learners, and online reading comprehension. Chapter authors include Richard L. Allington, Donna E. Alvermann, Kathleen A. Hinchman, Robert T. Jiménez, Kevin M. Leander, Alfred W. Tatum, and Robert J. Tierney, among others. Each chapter contains rich discussions of current research as well as practical classroom applications. As one reviewer noted, “Each and every chapter is well-documented and presents clearly established implications for teaching tied to the latest research findings. One of the major strengths of this edited volume lies in the way it points to a remarkable consistency across research findings representing a broad spectrum of disciplinary arenas.” This volume is a welcome addition for any teacher, administrator, or district looking to implement sound research-based classroom practice and professional development. Endorsed by the National Conference on Research in Language and Literacy (NCRLL). 323 pp. 2007. Grades 9–College. ISBN 978-0-8141-4293-6. "
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Books by Leslie Rush
Leading scholars, along with newer researchers in literacy education, address topics such as the impact of state and federal mandates on literacy instruction in secondary classrooms, English language learners, and online reading comprehension. Chapter authors include Richard L. Allington, Donna E. Alvermann, Kathleen A. Hinchman, Robert T. Jiménez, Kevin M. Leander, Alfred W. Tatum, and Robert J. Tierney, among others.
Each chapter contains rich discussions of current research as well as practical classroom applications. As one reviewer noted, “Each and every chapter is well-documented and presents clearly established implications for teaching tied to the latest research findings. One of the major strengths of this edited volume lies in the way it points to a remarkable consistency across research findings representing a broad spectrum of disciplinary arenas.”
This volume is a welcome addition for any teacher, administrator, or district looking to implement sound research-based classroom practice and professional development.
Endorsed by the National Conference on Research in Language and Literacy (NCRLL).
323 pp. 2007. Grades 9–College. ISBN 978-0-8141-4293-6.
Papers by Leslie Rush
Leading scholars, along with newer researchers in literacy education, address topics such as the impact of state and federal mandates on literacy instruction in secondary classrooms, English language learners, and online reading comprehension. Chapter authors include Richard L. Allington, Donna E. Alvermann, Kathleen A. Hinchman, Robert T. Jiménez, Kevin M. Leander, Alfred W. Tatum, and Robert J. Tierney, among others.
Each chapter contains rich discussions of current research as well as practical classroom applications. As one reviewer noted, “Each and every chapter is well-documented and presents clearly established implications for teaching tied to the latest research findings. One of the major strengths of this edited volume lies in the way it points to a remarkable consistency across research findings representing a broad spectrum of disciplinary arenas.”
This volume is a welcome addition for any teacher, administrator, or district looking to implement sound research-based classroom practice and professional development.
Endorsed by the National Conference on Research in Language and Literacy (NCRLL).
323 pp. 2007. Grades 9–College. ISBN 978-0-8141-4293-6.