Education Commons^™

Unlocking Passion And Setting Students Free: The Impact Of Culturally Relevant Writing Instruction In A Middle School English I Classroom, Adam Whitaker, Trina J. Davis, Mónica V. Neshyba

Journal of Multicultural Affairs

Culturally relevant writing instruction has the potential to validate the voices of students often not heard. Documented disparities in student writing proficiency in grades K-12 indicate a pressing need to employ more effective approaches in facilitating writing instruction. This paper presents the findings of a mixed methods research study that explored eighth grade English I students’ middle school reading and writing preferences, writing experiences, and the impact of culturally relevant writing instruction. Data were gathered from 63 students via reflective journals, writing interest forms, learning logs, and writing artifacts collected throughout a 3-week writing unit. Our findings reveal that writing …

Review Of Writing Like A Pr Pro: Why Writing Is Still Crucial In A Digital And Visual World, Christopher Ortega

Communication and Theater Association of Minnesota Journal

Review of Writing like a PR pro: Why writing is still crucial in a digital and visual world (2017) by Mary Sterenberg found at https://ohiostate.pressbooks.pub/writelikeapro/

From Writer To Teacher: The Gradual Release Of Responsibility In An Early Childhood Education Writing Course For Pre-Service Teachers, Denise N. Morgan, Danielle G. Gruhler, Kristen I. Evans

Teaching/Writing: The Journal of Writing Teacher Education

Teaching students to become confident, capable writers is imperative in today’s world. Growing attention has been paid to the amount and kinds of writing students are experiencing in schools with an urgent plea for more time and attention given to writing instruction (Nagin, 2003; National Commission on Writing, 2003). Yet, few teachers feel well prepared to teach writing.

In this special issue on writing methods courses, we discuss the evolution of our writing methods course for early childhood preservice teachers (PK-5). Specifically, we examine the current pedagogical practices within the course to support preservice teachers’ experiential learning. This piece examines …

“We Can Position Ourselves As Experts”: Teachers Learning To Write And Publish On National Blogs, Henry "Cody" Miller, Gage Jeter

Excelsior: Leadership in Teaching and Learning

This article focuses on a collective case study of two teachers attending a professional development workshop focused on writing for publication via educational blogs. Through a qualitative study, we sought to understand how attending the workshop and publishing on a national organization's blog shaped the two teachers' own identities as teachers and shifted their thinking about blogs as a genre. We argue the two teachers had a shift in conceptualizing what counted as scholarship as well as problematizing who counted as a scholar. In an era of increased attacks on teachers' intellectualism and autonomy, we believe publishing on national blogs …

Teaching With The Genius In Mind: Enacting Literacy As A Civil Right, Katie Glupker, Pam Gower, Angela Knight

Language Arts Journal of Michigan

Because literacy is a civil right, educators are responsible for designing and implementing literacy education that is designed with the excellence of all students in mind. In order to learn about ways to ensure that literary practices are equitable for all students, the authors joined an educators’ book club to read Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad. Muhammad describes the Black literary societies of the past and challenges educators of today to enhance classrooms by upholding equity and excellence through a five-layered framework: Identity, Skills, Intellect, Criticality, and Joy.

We studied Muhammad’s …

Book Review Letting Go Of Literary Whiteness: Antiracist Literature Instruction For White Students, Jeremy Hyler

Michigan Reading Journal

Race, racism, and literary whiteness are at the forefront of many conversations in education today. In Letting Go of Literary Whiteness: Antiracist Literature Instruction for White Students, authors Carlin Borsheim-Black and Sophia Tatiana Sarigianides highlight what should be addressed in our classroom today to address race and racism.

Writing As A Vessel For Thinking: Incorporating Self-Regulation, Metacognition, And Formative Assessment In The Middle School Ela Classroom, Alyssha N. Ginzel

Michigan Reading Journal

This article examines three approaches to teaching writing: self-regulated instruction (Graham, 2018; Graham, 2020; Graham & Perin, 2007), metacognitive strategies (Hacker, 2018; Madison et al., 2019), and formative assessment (Black & Wiliam, 1998; Fleischer, 2013; Madison et al., 2019). Implementing these approaches, secondary ELA teachers can strike a balance between order and chaos while empowering adolescents to recognize, develop, and take ownership of their thinking and writing. Writing can and should be about grappling with big ideas that ultimately help us come to deeper, fuller understandings of ourselves and the world. This article explores how secondary ELA teachers can help …

Amplifying Rural Voices: Defining, Reading, And Writing Rural Stories, Chea L. Parton

The Montana English Journal

This pedagogical piece introduces teachers to Literacy In Place - a resource that supports the readingand teaching of rural young adult literature. It also outlines an example unit to highlight how secondary ELA teachers could use Literacy in Place to support students' reading of Nora Shalaway Carpenter's (2020) Rural Voices anthology.