Annotated Bibliography of Research in the Teaching of English (2009)

Conducts an ethnographic analysis of 12th grade workingand middle-class females’ identity performances mediated by discourses of gender, race, and class, as well as differences in cultural capital. Finds that working-class participants employ gender identity markers related to appearance to establish themselves as members of a female peer culture, to distinguish themselves from the preps, and to challenge their marginalization in the school. Finds that the categories for defining differences between groups are largely constituted by race; students lacked a discourse of class for interrogating their marginal status and for defining commonalities between working-class practices across racial groups in opposition to the middle-class school culture, leading them to rely on essentialist discourses of race or gender to explain differences in their peers’ social practices.

[1]  Tiffany A. Flowers.  Exemplary Literacy Teachers: Promoting Success for All Children in Grades K-5 , 2007 .

[2]  Mac Nason,et al.  Learning together online: Research on asynchronous learning networks , 2006, Education and Information Technologies.

[3]  Larry Miller,et al.  The Impact of ICT on Literacy Education , 2005, Education and Information Technologies.

[4]  Ş. Karakaya.  A comparative study: English and Turkish teachers' conceptions of their professional responsibility , 2004 .

[5]  Susanne Rott,et al.  Form-meaning connections in second language acquisition , 2004 .

[6]  Ruth A. Berman,et al.  Form and Function in Introducing Narrative and Expository Texts: A Developmental Perspective , 2004 .

[7]  Darren L. Ivey,et al.  Modern Media in the Home: An Ethnographic Study , 2004 .

[8]  K. Hyland,et al.  Metadiscourse in academic writing: A reappraisal , 2004 .

[9]  R. Schroeder,et al.  Accountability Policies and Teacher Decision Making: Barriers to the Use of Data to Improve Practice. , 2004 .

[10]  G. Kress,et al.  Finding the Keys to Biliteracy: How Young Children Interpret Different Writing Systems , 2004 .

[11]  M. Haneda.  The Joint Construction of Meaning in Writing Conferences , 2004 .

[12]  John Shelton Lawrence,et al.  The Audience in Everyday Life: Living in a Media World , 2004 .

[13]  L. Mason.  Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers. , 2004 .

[14]  Jack M. Fletcher,et al.  Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis , 2004 .

[15]  Lesley A. Rex,et al.  How Teachers' Professional Identities Position High-Stakes Test Preparation in Their Classrooms , 2004 .

[16]  Toshio Okamoto,et al.  How a Web-Based Course Facilitates Acquisition of English for Academic Purposes , 2004 .

[17]  Lelia G¡ndara.  ‘They That Sow the Wind...’: Proverbs and Sayings in Argumentation , 2004 .

[18]  C. Matthiessen,et al.  Grammar–The First Covert Operation of War , 2004 .

[19]  María S. Carlo,et al.  Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms , 2004 .

[20]  Suzanne E. Wade,et al.  Dialogue online: Prospective teachers' discourse strategies in computer‐mediated discussions , 2004 .

[21]  J. Agee.  Negotiating a Teaching Identity: An African American Teacher's Struggle to Teach in Test-Driven Contexts , 2004, Teachers College Record: The Voice of Scholarship in Education.

[22]  Ling Shi,et al.  Textual Borrowing in Second-Language Writing , 2004 .

[23]  H. Chae.  Talking back to the Asian model minority discourse: Korean‐origin youth experiences in high school , 2004 .

[24]  Sandra L. Calvert,et al.  Between the Hero and the Shadow: Developmental Differences in Adolescents’ Perceptions and Understanding of Mythic Themes in Film , 2004 .

[25]  M. Bitz.  The Comic Book Project: Forging Alternative Pathways to Literacy. , 2004 .

[26]  Jennifer C. Stone,et al.  Conversations on Teaching Reading: From the Point of View of Point of View. , 2004 .

[27]  Susheela A. Varghese,et al.  Book-Length Scholarly Essays as a Hybrid Genre in Science , 2004 .

[28]  K. Aunola,et al.  Reading performance and its developmental trajectories during the first and the second grade , 2004 .

[29]  P. Smagorinsky,et al.  Praxis Shock: Making the Transition from a Student-Centered University Program to the Corporate Climate of Schools. , 2004 .

[30]  S. Hennessy,et al.  Teacher representations of the successful use of computer-based tools and resources in secondary-school English, mathematics and science , 2004 .

[31]  David M. Berry,et al.  The contestation of code , 2004 .

[32]  Patti M. Valkenburg,et al.  Children's Responses to the Screen: A Media Psychological Approach , 2004 .

[33]  Richard L. Venezky,et al.  Technology in the classroom: steps toward a new vision , 2004 .

[34]  L. Mazzei.  Silent Listenings: Deconstructive Practices in Discourse-Based Research , 2004 .

[35]  Lindsay Clare Matsumura,et al.  Investigating the Process Approach to Writing Instruction in Urban Middle Schools. , 2004 .

[36]  R. Bangert-Drowns,et al.  The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis , 2004 .

[37]  Josephine Arce.  Latino Bilingual Teachers: The Struggle to Sustain an Emancipatory Pedagogy in Public Schools. , 2004 .

[38]  Marla H. Mallette,et al.  The Influence of Accelerated Reader on the Affective Literacy Orientations of Intermediate Grade Students , 2004 .

[39]  Guofang Li.  Perspectives on Struggling English Language Learners: Case Studies of Two Chinese-Canadian Children , 2004 .

[40]  R. Sawyer,et al.  Creative Teaching: Collaborative Discussion as Disciplined Improvisation , 2004 .

[41]  C. Davies,et al.  What does multimodality mean for English? Creative tensions in teaching new texts and new literacies , 2004 .

[42]  M. Bloch.  A Discourse that Disciplines, Governs, and Regulates: The National Research Council’s Report on Scientific Research in Education , 2004 .

[43]  Julia Menard-Warwick,et al.  "In a Little while I Could Be in Front": Social Mobility, Class, and Gender in the Computer Practices of Two Mexicano Families , 2004 .

[44]  P. Wolfe.  "The Owl Cried": Reading Abstract Literary Concepts with Adolescent ESL Students. , 2004 .

[45]  R. Bickel,et al.  Group and Interaction Effects with "No Child Left Behind": Gender and Reading in a Poor, Appalachian District , 2004 .

[46]  P. Niemi,et al.  Development of reading skills among preschool and primary school pupils , 2004 .

[47]  E. Moje,et al.  Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse , 2004 .

[48]  Z. Fang,et al.  Preservice Teachers’ Interpretations of a Field-Based Reading Block , 2004 .

[49]  J. Abedi.  The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues , 2004 .

[50]  D. Yaden,et al.  THE EMERGENT WRITING DEVELOPMENT OF URBAN LATINO PRESCHOOLERS: DEVELOPMENTAL PERSPECTIVES AND INSTRUCTIONAL ENVIRONMENTS FOR SECOND-LANGUAGE LEARNERS , 2004 .

[51]  D. Stipek,et al.  Low-Income Parents' Beliefs about Their Role in Children's Academic Learning , 2004, The Elementary School Journal.

[52]  L. Ceccarelli.  Neither Confusing Cacophony Nor Culinary Complements , 2004 .

[53]  K. Frank,et al.  Factors Affecting Technology Uses in Schools: An Ecological Perspective , 2003 .

[54]  S. Michaels,et al.  Regarding Children's Words: Teacher Research on Language and Literacy , 2003 .

[55]  H. Lee Swanson,et al.  The relationship between working memory and writing in younger and older adults , 2003 .

[56]  Robert E. Slavin,et al.  Effective Reading Programs for English Language Learners. A Best-Evidence Synthesis. , 2003 .

[57]  Lurong Wang,et al.  Switching to first language among writers with differing second-language proficiency , 2003 .

[58]  Dixie D. Massey,et al.  The Learning and Perceptions of Teacher Researchers and Facilitators in a Literacy-Focused, Teacher-Research Course: A Content Analysis of System, Learner, and Spheres of Influence , 2003 .

[59]  Mona Gélat.  Taking Others' Perspectives in a Peer Interactional Setting while Preparing for a Written Argument , 2003 .

[60]  D. McCutchen,et al.  Morphological Development in Children's Writing. , 2003 .

[61]  Adelina Estévez,et al.  Time course of elaborative inferences in reading as a function of prior vocabulary knowledge , 2003 .

[62]  Julie S. Lynch,et al.  The development of comprehension of main ideas in narratives: Evidence from the selection of titles , 2003 .

[63]  Scott Jarvis,et al.  Exploring multiple profiles of highly rated learner compositions , 2003 .

[64]  Lawrence L. Smith,et al.  The Impact of a Reading-Focused Integrated Learning System on Phonological Awareness in Kindergarten , 2003 .

[65]  Paola E. Dussias.  SYNTACTIC AMBIGUITY RESOLUTION IN L2 LEARNERS , 2003, Studies in Second Language Acquisition.

[66]  Jian Wang,et al.  Learning to Teach toward Standards-Based Writing Instruction: Experiences of Two Preservice Teachers and Two Mentors in an Urban, Multicultural Classroom , 2003, The Elementary School Journal.

[67]  C. Craig.  What teachers come to know through school portfolio development , 2003 .

[68]  Ken Hyland,et al.  Genre and second language writing , 2003 .

[69]  S. Craig.  The effects of an adapted interactive writing intervention on kindergarten children's phonological awareness, spelling, and early reading development , 2003 .

[70]  C. J. Huberty,et al.  Patterns of parents' extratextual interactions during book sharing with preschool children: A cluster analysis study , 2003 .

[71]  Peter Sands,et al.  Electronic Collaboration in the Humanities: Issues and Options , 2003 .

[72]  Peter Smagorinsky,et al.  The Twisting Path of Concept Development in Learning to Teach , 2003, Teachers College Record: The Voice of Scholarship in Education.

[73]  Nat Bartels.  How teachers and researchers read academic articles , 2003 .

[74]  A. Luna.  A VOICE IN THE DECISION: SELF-EVALUATION IN THE FRESHMAN ENGLISH PLACEMENT PROCESS , 2003 .

[75]  C. Rosaen.  Preparing Teachers for Diverse Classrooms: Creating Public and Private Spaces to Explore Culture through Poetry Writing. , 2003 .

[76]  Jennifer C. Stone.  Unpacking the Social Imaginary of Literacy Education: A Case Study , 2003, English Education.

[77]  Marilyn J. Chambliss,et al.  Fourth Graders Composing Scientific Explanations About the Effects of Pollutants , 2003 .

[78]  S. Koziol,et al.  On learning to teach English teachers: A textured portrait of mentoring , 2003 .

[79]  Brenton D. Faber,et al.  Creating Rhetorical Stability in Corporate University Discourse , 2003 .

[80]  Shelley Peterson,et al.  Peer Response and Students' Revisions of their Narrative Writing , 2003 .

[81]  Donald F. Roberts,et al.  Kids and media in America , 2003 .

[82]  C. Ho,et al.  A “Radical” Approach to Reading Development in Chinese: The Role of Semantic Radicals and Phonetic Radicals , 2003 .

[83]  Julie L. Pennington,et al.  “It's a Program That Looks Great on Paper”: The Challenge of America Reads , 2003 .

[84]  A. Herrington,et al.  Writing Development in the College Years: By Whose Definition?. , 2003 .

[85]  Heidi Andrade,et al.  Role of Rubric-Referenced Self-Assessment in Learning to Write , 2003 .

[86]  L. Flower.  Talking across Difference: Intercultural Rhetoric and the Search for Situated Knowledge , 2003, College Composition & Communication.

[87]  P. Stapleton,et al.  Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications , 2003 .

[88]  P. Niemi,et al.  Training Phonological Awareness in Kindergarten Level Children: Consistency Is More Important Than Quantity. , 2003 .

[89]  Jean Chandler,et al.  THE EFFICACY OF VARIOUS KINDS OF ERROR FEEDBACK FOR IMPROVEMENT IN THE ACCURACY AND FLUENCY OF L2 STUDENT WRITING , 2003 .

[90]  Ithel Jones.  Collaborative Writing and Children’s Use of Literate Language: A Sequential Analysis of Social Interaction , 2003 .

[91]  H. Timperley,et al.  Changing and sustaining teachers’ expectations through professional development in literacy , 2003 .

[92]  Kelly Chandler-Olcott,et al.  "Tech-Savviness" Meets Multiliteracies: Exploring Adolescent Girls' Technology-Mediated Literacy Practices , 2003 .

[93]  M. Sheehy.  The Social Life of an Essay , 2003 .

[94]  P. G. Schrader,et al.  Using Internet delivered video cases, to support pre-service teachers' understanding of effective early literacy instruction: An exploratory study , 2003 .

[95]  L. V. Waes,et al.  Writing profiles : the effect of the writing mode on pausing and revision patterns of experienced writers , 2003 .

[96]  Eli Hinkel,et al.  Simplicity Without Elegance: Features of Sentences in L1 and L2 Academic Texts , 2003 .

[97]  Anoop Nayak.  'Boyz to Men': Masculinities, schooling and labour transitions in de-industrial times , 2003 .

[98]  M. Hadfield,et al.  The Changing Face of Teaching in England and Portugal: A study of work experiences of secondary school teachers , 2003 .

[99]  P. Gibbons.  Mediating Language Learning: Teacher Interactions With ESL Students in a Content-Based Classroom , 2003 .

[100]  S. Graham,et al.  Primary grade teachers' instructional adaptations for struggling writers: A national survey , 2003 .

[101]  Lisa C. Yamagata-Lynch.  Using Activity Theory as an Analytic Lens for Examining Technology Professional Development in Schools , 2003 .

[102]  Steven A. Stahl,et al.  Fluency: A review of developmental and remedial practices. , 2003 .

[103]  Gunther Kress,et al.  Literacy in the New Media Age , 2003 .

[104]  Carol D. Lee.  Toward A Framework for Culturally Responsive Design in Multimedia Computer Environments: Cultural Modeling as a Case , 2003 .

[105]  Ian A. G. Wilkinson,et al.  Learning To Read in Composite (Multigrade) Classes in New Zealand: Teachers Make the Difference. , 2003 .

[106]  Ann Locke Davidson,et al.  The Impact of Internet Use on Relationships Between Teachers and Students , 2003 .

[107]  Amie Goldberg,et al.  The Effect of Computers on Student Writing: A Meta-analysis of Studies from 1992 to 2002 , 2003 .

[108]  M. M. Marsh.  The Social Fashioning of Teacher Identities , 2003 .

[109]  Christine M. Tardy,et al.  A Genre System View of the Funding of Academic Research , 2003 .

[110]  A. McGee,et al.  The Effect of Inference Training on Skilled and Less Skilled Comprehenders , 2003 .

[111]  Summer Smith,et al.  The Role of Technical Expertise in Engineering and Writing Teachers’ Evaluations of Students’ Writing , 2003 .

[112]  S. Tancock,et al.  Incentives: The effects on the reading motivation of fourth‐grade students , 2002 .

[113]  Margaret H. Szymanski.  Producing Text through Talk: Question-answering Activity in Classroom Peer Groups , 2002 .

[114]  D. Hunt,et al.  Misunderstanding the Assignment: Teenage Students, College Writing, and the Pains of Growth , 2002 .

[115]  William C. Ritchie,et al.  Handbook of Second Language Acquisition , 1998 .

[116]  Hayley J. Mayall,et al.  Knowledge, Interest, Recall and Navigation: A Look at Hypertext Processing , 1998 .

[117]  D. Conrad.  What Keeps Teachers Going , 2005 .

[118]  Wayne Trotman.  Research Genres: Explorations and Applications , 2005 .

[119]  Joseph A. Braun,et al.  The Social Memoir: An Analysis of Developing Reflective Ability in a Pre-Service Methods Course. , 2004 .

[120]  James M. Royer,et al.  The Impact of Phonological-Awareness and Rapid-Reading Training on the Reading Skills of Adolescent and Adult Neoliterates , 2004 .

[121]  Betty Samraj,et al.  Discourse Features of the Student-Produced Academic Research Paper: Variations across Disciplinary Courses. , 2004 .

[122]  Donita J. Shaw,et al.  The impact of using guided reading to teach low-literate adults , 2004 .

[123]  H. K. Lee,et al.  A Comparative Study of ESL Writers' Performance in a Paper-Based and a Computer-Delivered Writing Test. , 2004 .

[124]  H. Van Keer,et al.  Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring. , 2004, The British journal of educational psychology.

[125]  William Condon,et al.  Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilities , 2004 .

[126]  Edward W. Wolfe,et al.  Composition Medium Comparability in a Direct Writing Assessment of Non-Native English Speakers , 2004 .

[127]  Roz Ivanǐ.  Discourses of Writing and Learning to Write , 2004 .

[128]  Sara Cushing Weigle,et al.  Integrating reading and writing in a competency test for non-native speakers of English , 2004 .

[129]  Samantha Caughlan,et al.  Closing the Gap between Concept and Practice: Toward More Dialogic Discussion in the Language Arts Classroom. , 2004 .

[130]  Janine A. Kaste.  Scaffolding through Cases: Diverse Constructivist Teaching in the Literacy Methods Course. , 2004 .

[131]  Lauren Leslie,et al.  Does Proficiency in Middle School Reading Assure Proficiency in High School Reading? The Possible Role of Think-Aldus. , 2004 .

[132]  Mitzi Lewison,et al.  Social Narrative Writing: (Re)Constructing Kid Culture in the Writer's Workshop. , 2003 .

[133]  Wendy Morgan,et al.  A Dialogic Approach to Argumentation: Using a Chat Room To Develop Early Adolescent Students' Argumentative Writing. , 2003 .

[134]  Yeonsuk Cho,et al.  Assessing writing: Are we bound by only one method? , 2003 .

[135]  Icy Lee,et al.  L2 writing teachers' perspectives, practices and problems regarding error feedback , 2003 .

[136]  A. Dyson.  "Welcome to the Jam": Popular Culture, School Literacy, and the Making of Childhoods. , 2003 .

[137]  Jay Simmons,et al.  Responders Are Taught, Not Born. , 2003 .

[138]  Randall W. Sadler,et al.  The effect and affect of peer review in electronic versus traditional modes on L2 writing , 2003 .

[139]  Michele Knobel,et al.  New Literacies: changing knowledge and classroom learning , 2003 .

[140]  Albert L. Ingram,et al.  Using Online Chat To Foster the Written Language Development of Students Who Are Deaf. , 2003 .

[141]  C. Craig.  Narrative Inquiries of School Reform: Storied Lives, Storied Landscapes, Storied Metaphors , 2003 .

[142]  Julie E. Wollman-Bonilla.  E-mail as Genre: A Beginning Writer Learns the Conventions. , 2003 .

[143]  Dana Zaskoda,et al.  Linking Science and Literature through Technology: Thinking about Interdisciplinary Inquiry in Middle School. , 2003 .

[144]  Jerome C. Harste,et al.  Practice Makes Practice, or Does It? The Relationship between Theory and Practice in Teacher Education (An Educology of Teacher Education). , 2002 .

[145]  Manfred Meyer,et al.  Children, television and the new media: a reader of research and documentation in Germany. , 1999 .