English education research and classroom practice: New directions for new times

Review of Research in Education

Volumn 32, Issue , 2008, Pages 62-108

  Sperling, Melanie ^a   Dipardo, Anne ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF IOWA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38949156818     PISSN: 0091732X     EISSN: None     Source Type: Journal    
DOI: 10.3102/0091732X07309336     Document Type: Article

References (240)

1. Aaron, J., Bouchereau Bauer, E., Commeyras, M., Dowling Cox, S., Danielli, B., Elrick, E., et al. (2006). No deposit, no return: Enriching literacy teaching and learning through critical inquiry pedagogy. Newark, DE: International Reading Association.
2. Agosto, D. E., Hughes-Hassell, S., & Gilmore-Clough, C. (2003). The all-White world of middle-school genre fiction: Surveying the field for multicultural protagonists. Children's Literature in Education, 34, 257-275.
3. Alvermann, D. E., & Hagood, M. (2000). Critical media literacy: Research, theory, and practice in "New Times." Journal of Educational Research, 93, 193-205.
4. Alvermann, D. E., Young, J. P., Weaver, D., Hinchman, K. A., Moore, D. W., Phelps, S. F., et al. (1996). Middle and high school students' perceptions of how they experience text-based discussions: A multicase study. Reading Research Quarterly, 31, 244-267.
5. American Educational Research Association. (2007). AERA task forces working for the Association and education research. Educational Researcher, 36, 165-166.
6. Anderson, R. C. (1994). Role of the reader's schema in comprehension, learning, and memory. In R. B. Ruddell, M. R. Ruddell, H. & Singer. (Eds.), Theoretical models and processes of reading (4th ed., pp. 469-482). Newark, DE: International Reading Association.
7. Applebee, A. N. (1974). Tradition and reform in the teaching of English: A history. Urbana, IL: National Council of Teachers of English.
8. Applebee, A. N. (1986). Problems in process approaches: Toward a reconceptualization of process instruction. In A. Petrosky & D. Bartholomae (Eds.), The teaching of writing: 85th yearbook of the National Society for the Study of Education (Part II, pp. 95-113). Chicago: University of Chicago Press.
9. Applebee, A. N. (1993). Literature in the secondary school: Studies of curriculum and instruction in the United States. Urbana, IL: National Council of Teachers of English.
10. Applebee, A. N., Langer, J. A., Mullis, I. V. S., Latham, A. S., & Gentile, C. A. (1994). NAEP 1992 writing report card (Repon No. 23-W01). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
11. Appleman, D. (2000). Critical encounters in high school English: Teaching literary theory to adolescents. New York: Teachers College Press.
12. Arnold, M. (1971). Culture and anarchy. New York: Bobbs-Merrill. (Original work published 1875)
13. Athanases, S. (1993). Discourse about literacy and diversity: A study of two urban tenth-grade classes. Dissertation Abstracts International, 54 (05). (UMI No. 9326420)
14. Athanases, S. (1998). Diverse learners, diverse texts: Exploring identity and difference through literary encounters. Journal of Literacy Research, 30, 273-296.
15. Athanases, S., & Heath, S. B. (1995). Ethnography in the study of the teaching and learning of English. Research in the Teaching of English, 29, 263-287.
16. Bakhtin, M. (1981). The dialogic imagination. Austin: University of Texas Press.
17. Ball, A. (2002). Three decades of research on classroom life: Illuminating the classroom communicative lives of America's at-risk students. Review of Research in Education, 26, 71-111.
18. Ball, A., & Freedman. (Eds.). (2004). Bakhtinian perspectives on language, literacy, and learning. Cambridge, UK: Cambridge University Press.
19. Barr, R. (2001). Research on the teaching of reading. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 390-415). Washington, DC: American Educational Research Association.
20. Bartels, N. (2003). How teachers and researchers read academic articles. Teaching and Teacher Education, 19, 737-753.
21. Beach, R. (1993). A teacher's introduction to reader-response theories. Urbana, IL: National Council of Teachers of English.
22. Beach, R. (2006). Teachingmedialiteracy.com: A Web-linked guide to resources and activities. New York: Teachers College Press.
23. Beach, R., Green, J., Kamil, M., & Shanahan, T. (Eds.). (2005). Multidisciplinary perspectives on literacy research. Cresskill, NJ: Hampton.
24. Berlin, J. A. (1982). Writing instruction in nineteenth-century American colleges. Carbondale: Southern Illinois University Press.
25. Blau, S. (1994). Transactions between theory and practice in the teaching of literature. In J. Flood & J. A. Langer (Eds.), Literature instruction: Practice and policy (pp. 19-52). New York: Scholastic.
26. Bloome, D. (1987). Literacy and schooling. Norwood, NJ: Ablex.
27. Blount, N. S. (1973). Research on teaching literature, language and composition. In R. M. W. Travers (Ed.), Second handbook of research on teaching (pp. 1072-1097). Chicago: Rand McNally for American Educational Research Association.
28. Booth, W. (1987). Foreword. In R. Lloyd-Jones & A. Lunsford (Eds.), The English Coalition Conference: Democracy through language (pp. vii-xii). Urbana, IL, and New York: National Council for Teachers of English and Modern Language Association.
29. Braddock, R., Lloyd-Jones, R., & Schoer, L. (1963). Research in written composition. Urbana, IL: National Council for Teachers of English.
30. Brookline Teacher Researcher Seminar. (2004). Regarding children's words: Teacher research on language and literacy. New York: Teachers College Press.
31. Brooks, C. (1947). The well-wrought urn: Studies in the structure of poetry. New York: Harcourt Brace.
32. Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2, 141-178.
33. Budd, W. C. (1967). Research designs of potential value in investigating problems in English. Research in the Teaching of English, 1, 1-9.
34. Calfee, R., & Drum, P. (1986). Research on teaching reading. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 804-849). New York: Macmillan.
35. Cazden, C. B. (1992). Whole language plus: Essays on literacy in the United States and New Zealand. New York: Teachers College Press.
36. Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
37. Chubb, P. (1912). The menace of pedantry in the teaching of English. School Review, 20, 34-45.
38. Clifford, G. J. (1973). A history of the impact of research on teaching. In R. M. W. Travers (Ed.), Second handbook of research on teaching (pp. 1-46). Chicago: Rand McNally for American Educational Research Association.
39. Cochran-Smith, M., & Donnell, K. (2006). Practitioner inquiry: Blurring the boundaries of research and practice. In G. Camilli, P. Elmore, & J. Green (Eds.). Complementary methods for research in education (2nd ed.). Washington, DC: American Educational Research Association.
40. Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25.
41. Commission on English. (1965). Freedom and discipline in English: Report of the Commission on English. New York: College Entrance Examination Board.
42. Committee of Ten of the National Education Association. (1894). Report of the Committee of Ten on secondary school studies. New York: American Book Company.
43. Conference on English Education. (2005). The relationship between research and teaching. Retrieved July 17, 2007, from http://www.ncte.org/ groups/cee/positions/122897.htm
44. Cook-Gumperz, J. (Ed.). (1986). The social construction of literacy. Cambridge, UK: Cambridge University Press.
45. Cook-Gumperz, J. (Ed.). (2006). The social construction of literacy. Cambridge, UK: Cambridgen University Press.
46. Cope, B., & Kalantzis, M. (Eds.). (1993). The power of literacy: A genre approach to teaching writing. London: Falmer.
47. Core Knowledge Foundation. (2007). About core knowledge. Retrieved April 16, 2007, from http://www.coreknowledge.org/CK/index.htm
48. Delp, V. (2005). Meaning-making journeys in the untracked English classroom: Students thinking and writing interpretively about literature and themselves. Unpublished doctoral dissertation, University of California, Berkeley.
49. Dewey, J. (1963). Experience and education. New York: Simon & Schuster. (Original work published 1938)
50. DiPardo, A., & Freedman, S. W. (1988). Peer response groups in the writing classroom: Theoretic foundations and new directions. Review of Educational Research, 59, 119-149.
51. DiPardo, A., & Schnack, P. (2004). Expanding the web of meaning: Thought and emotion in an intergenerational reading and writing program. Reading Research Quarterly, 39, 14-37.
52. DiPardo, A., Whitney, A., Fleischer, C., Johnson, T., Mayher, J., McCracken, N., et al. (2006). Understanding the relationship between research and teaching. English Education, 38, 295-311.
53. Dixon, J. (1975). Growth through English set in the perspective of the seventies. Oxford, UK: NATE/Oxford. (Original work published 1967)
54. Donovan, M. S., Wigdor, A. K., & Snow, C. E. (Eds.). (2003). Strategic education research partnership. Washington, DC: National Research Council.
55. Dressman, M., Wilder, P., & Connor, J. J. (2005). Theories of failure and failure of theories: A cognitive/sociocultural/macrostructural study of eight struggling students. Research in the Teaching of English, 40, 8-61.
56. Dudley-Marling, C. (1997). Living with uncertainty: The messy reality of classroom practice. Portsmouth, NH: Heinemann.
57. Elbow, P. (1990). What is English? New York and Urbana, IL: Modern Language Association and National Council of Teachers of English.
58. Emig, J. (1971). The composing processes of twelfth graders. Urbana, IL: National Council of Teachers of English.
59. Fabos, B. (2004). Wrong turn on the information superhighway: Education and the commercialization of the Internet. New York: Teachers College Press.
60. Fairbanks, C., & Ariail, M. (2006). The role of social and cultural resources in literacy and schooling: Three contrasting cases. Research in the Teaching of English, 40, 310-354.
61. Fairclough, N. (1992). Critical language awareness. London: Longman.
62. Faulkner, W. (1975). Requiem for a nun. New York: Vintage. (Original work published 1951)
63. Fecho, B. (2003). Yeki bood/Yeki na bood: Writing and publishing as a teacher researcher. Research in the Teaching of English, 37, 281-294.
64. Fecho, B. (2004). Is this English? Race, language, and culture in the classroom. New York: Teachers College Press.
65. Fecho, B., Allen, J. B., Mazaros, C., & Inyega, H. (2006). Teacher research in writing classrooms. In P. Smagorinsky, Research on composition: Multiple perspectives on two decades of change (pp. 108-140). New York: Teachers College Press.
66. Fecho, B., & Botzakis, S. (2007). Feasts of becoming: Imagining a literacy classroom based on dialogic beliefs. Journal of Adolescent and Adult Literacy, 50, 548-558.
67. Fecho, B., & Meacham, S. (2007). Learning to play and playing to learn: Research sites as transactional spaces. In Lewis, C., Enciso, P., & Moje, E. B. (Eds.), Reframing sociocultural research on literacy: Identity, agency, and power (pp. 163-187). Mahwah, NJ: Lawrence Erlbaum.
68. Finders, M. (1997). Just girls: Hidden literacies and life in junior high. New York: Teachers College Press.
69. Fish, S. (1980). Is there a text in this class? The authority of interpretive communities. Cambridge, MA: Harvard University Press.
70. Fisher, M. T. (2003). Open mies and open minds: Spoken word poetry in African diaspora participatory literacy communities. Harvard Educational Review, 73, 362-389.
71. Flower, L. S., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.
72. Franzak, J. (in press). On the margins in a high-performing high school: Policy and the struggling reader. Research in the Teaching of English.
73. Freedman, S. W. (with Greenleaf, C., & Sperling, M.) (1987). Response to student writing (Research Report No. 23). Urbana, IL: National Council of Teachers of English.
74. Freedman, S. W., & Delp, V. (2007). Conceptualizing a whole-class learning space: A grand dialogic zone. Research in the Teaching of English, 41, 259-268.
75. Freedman, S. W., Delp, V., & Crawford, S. M. (2005). Teaching English in untracked classrooms. Research in the Teaching of English, 40, 62-126.
76. Freedman, S. W., Simons, E. R., Kalnin, J. S., Casareno, A., & the M-Class Teams (1999). Inside city schools: Investigating literacy in multicultural classrooms. New York: Teachers College Press.
77. Gamoran, A., & Carbonaro, W. J. (2002). High school English: A national portrait. High School Journal, 86(2), 1-13.
78. Gee, J. P. (1992). The social mind: Language, ideology, and social practice. New York: Bergin and Garvey.
79. Gee, J. P. (2000-2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
80. Gerlach, J. M., & Monseau, V. R. (Eds.). (1991). Missing chapters: Ten pioneering women in NCTE and English education. Urbana, IL: National Council of Teachers of English.
81. Gilmore, P., & Glatthorn, A. (Eds.). (1982). Children in and out of school: Ethnography and education. Washington, DC: Center for Applied Linguistics.
82. Gitlin, A., Barlow, L., Burbank, M., Kauchak, D., & Stevens, T. (1999). Pre-service teachers' thinking on research: Implications for inquiry oriented teacher education. Teaching and Teacher Education, 15, 753-769.
83. Green, J. (1983). Research on teaching as a linguistic process: A state of the art. Review of Research in Education, 10, 151-252.
84. Green, J. L., & Dixon, C. N. (1994). Talking knowledge into being: Discursive and social practices in classrooms. Linguistics and Education, 5, 231-239.
85. Green, J. L., & Wallat, C. (Eds.). (1981). Ethnography and language in educational settings. Norwood, NJ: Ablex.
86. Greene, S., & Abt-Perkins, D. (2003). Making race visible: Literacy research for cultural understanding. New York: Teachers College Press.
87. Greenleaf, C. (1994). Technological indeterminacy: The role of classroom writing practices and pedagogy in shaping student use of the computer. Written Communication, 11, 85-130.
88. Grindstaff, F. L. (1987). The context variable of the organic field model. In W. H. Peters (Ed.), Effective English teaching: Concept, research, and practice (pp. 45-92). Urbana, IL: National Council of Teachers of English.
89. Grossman, P. L. (2001). Research on the teaching of literature: Finding a place. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 416-432). Washington, DC: American Educational Research Association.
90. Gumperz, J. (1982). Discourse strategies. Cambridge, UK: Cambridge University Press.
91. Gunderson, D. V. (1967). Flaws in research design. Research in the Teaching of English, 1, 10-16.
92. Gutierrez, K. D., & Stone, L. D. (2000). Synchronic and diachronic dimensions of social practice: An emerging methodology for cultural-historical perspectives on literacy learning. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 150-164). Cambridge, UK: Cambridge University Press.
93. Guzzetti, B., & Gamboa, M. (2005). Online journaling: The informal writings of two adolescent girls. Research in the Teaching of English, 40, 168-206.
94. Hall, S. (1996). The meaning of New Times. In D. Morley & K.-H. Chen (Eds.), Stuart HallCritical dialogues in cultural studies (pp.223-237). New York: Routledge. (Original work published 1989)
95. Hamel, F. (2003). Teacher understanding of student understanding: Revising the gap between teachers' conceptions and students' ways with literature. Research in the Teaching of English, 38, 49-84.
96. Hamilton-Wieler, S. (1988). Empty echoes of Dartmouth: Dissonance between the rhetoric and the reality. Writing Instructor, 8, 29-41.
97. Hamm, D., & Pearson, P. D. (2002). Reading-comprehension processes. In B. J. Guzzetti (Ed.), Literacy in America: An encyclopedia of history, theory, and practice (pp. 508-515). Santa Barbata, CA: ABC-CLIO.
98. Harris, J. (1991) After Dartmouth. College English, 53, 631-646.
99. Hartman, P. (2006). "Loud on the inside": Working-class girls, gender, and literacy. Research in the Teaching of English, 41, 82-117.
100. Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 31-50). Hillsdale, NJ: Lawrence Erlbaum.
101. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
102. Henry, G. (1966). English teaching encounters science. College English, 28, 220, 229-235.
103. Henry, G. (1984). The council: How shall it survive? College English, 46, 668-678.
104. Hill, F. (1898). Conference on uniform entrance requirements in English. School Review, 6, 745-746.
105. Hillocks, G. (1984). What works in composition: A meta-analysis of experimental treatment studies. American Journal of Education, 93, 133-170.
106. Hillocks, G. (1999). Ways of thinking: Ways of teaching. New York: Teachers College Press.
107. Hillocks, G. (2006). Middle and high school composition. In P. Smagorinsky, Research on composition: Multiple perspectives on two decades of change (pp. 48-77). New York: Teachers College Press.
108. Hillocks, G. (2007). Narrative writing: Learning a new model for teaching. Portsmouth, NH: Heinemann.
109. Hirsch, E. D. (1987). Cultural literacy: What every American needs to know. Boston: Houghton Mifflin.
110. Hirsch, E. D. (1996). The schools we need and why we don't have them. New York: Doubleday.
111. Hook, J. N. (1979). A long way together: A personal view of NCTE's first sixty-seven years. Urbana, IL: National Council of Teachers of English.
112. Hosic, J. F. (Compiler). (1912). The influence of the uniform entrance requirements in English. English Journal, 1, 95-121.
113. Hosic, J. F. (Compiler). (1917). Reorganization of English in secondary schools: A report by the national joint committee on English representing the Commission on the Reorganization of Secondary Education of the National Education Association and the National Council of Teachers of English (Bureau of Education Bulletin No. 2). Washington, DC: Government Printing Office.
114. Hull, G. A., & Katz, M-L. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41, 43-81.
115. Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written Communication, 22, 224-261.
116. Hull, G. A., & Schultz, K. (2002). School's out! Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.
117. Hunt, K. (1965). Grammatical structures written at three grade levels. Urbana, IL: National Council of Teachers of English.
118. Hunting, R. (1967). Recent studies of writing frequency. Research in the Teaching of English, 1, 29-40.
119. Hymes, D. (1977). Foundations of sociolinguistics: An ethnographic approach. London: Tavistock.
120. Jewitt, C., & Kress, G. (Eds.). (2003). Multimodal literacy. New York: Peter Lang.
121. Johnson, T. S., Smagorinsky, P., Thompson, L., & Fry, P. G. (2003). Learning to teach the five-paragraph theme. Research in the Teaching of English, 38, 136-176.
122. Kalanrzis, M., Cope, B., & the Learning by Design Project Group. (2005). Learning by design. Melbourne, Australia, and Altona, Australia: Victorian Schools Innovation Commission and Common Ground.
123. Kennedy, M. M. (1997). The connection between research and practice. Educational Researcher, 26(7), 4-12.
124. Kennedy, M. M. (1999). A test of some common contentions about educational research. American Educational Research Journal, 36, 511-541.
125. Kerr, M. E. (1987). Night kites. New York: HarperTeen.
126. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, UK: Cambridge University Press.
127. Knobel, M., & Lankshear, C. (2006). Weblog worlds and constructions of effective and powerful writing: Cross with care, and only where signs permit. In K. Pahl & J. Rowsell (Eds.), Travel notes from the new literacy studies: Instances of practice (pp. 72-92). Clevedon, UK: Multilingual Matters.
128. Knobel, M., & Lankshear, C. (Eds.). (2007). A new literacies sampler. New York: Peter Lang.
129. Kress, G. (2000). "You've just got to learn how to see": Curriculum subjects, young people and schooled engagement with the world. Linguistics and Education, 11, 401-415.
130. Kress, G. (2003). Literacy in the new media age. NY: Routledge.
131. Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K., et al. (2005). English in urban classrooms: A multimodal perspective on teaching and learning. London: Roudedge/Falmer.
132. Kress, G., Jewitt, C., & Tsatsarelis, C. (2000). Knowledge, identity, pedagogy: Pedagogic discourse and the representational environments of education in late modernity. Linguistics and Education, 11, 7-30.
133. Labov, W. (1972). Language in the inner city: Studies in Black English vernacular. Philadelphia: University of Pennsylvania Press.
134. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
135. Lam, W. S. E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning and Technology, 8(2), 44-65.
136. Lam, W. S. E. (2006a). Culture and learning in the context of globalization: Research directions. Review of Research in Education, 30, 213-237.
137. Lam, W. S. E. (2006b). Re-envisioning language, literacy, and the immigrant subject in new mediascapes. Pedagogies: An International Journal, 1, 171-195.
138. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University.
139. Leander, K., & McKim, K. K. (2003). Tracing the everyday "sitings" of adolescents on the Internet: A strategic adaptation of ethnography across online and offline spaces. Education, Communication & Information, 3, 211-240.
140. Leander, K. & Sheehy, M. (Eds.). (2004). Spatializing literacy research andpractice. New York: Peter Lang.
141. Lee, C. D. (1993). Signifying as a scaffold for literary interpretation: The pedagogical implications of an African American discourse genre (NCTE Research Report No. 26). Urbana, IL: National Council of Teachers of English.
142. Lee, C D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38, 97-142.
143. Lee, C. D. (2007a). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York: Teachers College Press.
144. Lee, C. D. (2007b). Foreword. In G. Hillocks, Narrative writing: Learning a new model for teaching (pp. vii-xi). Portsmouth, NH: Heinemann.
145. Lee, C. D., & Smagorinsky, P. (Eds.). (2000). Vygotskianperspectives on literacy research: Constructing meaning through collaborative inquiry. Cambridge, UK: Cambridge University Press.
146. Lewis, C., & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading Research Quarterly, 40, 470-501.
147. Lewis, E. G. (1970). Postscript to Dartmouth-Or poles apart. In L. Joseph & E. Steinberg (Eds.), English education today (pp.616-629). New York: Noble and Noble.
148. Lloyd-Jones, R., & Lunsford, A. (Eds.). (1989). The English coalition conference: Democracy through language. Urbana, IL, and New York: National Council of Teachers of English and Modern Language Association.
149. Loban, W. (1976). Language development: Kindergarten through grade twelve (Research Repon No. 18). Urbana, IL: National Council of Teachers of English.
150. Luke, A. (1998). Getting over method: Literacy teaching as work in "New Times." Language Arts, 73, 305-313.
151. Luke, A. (2004a). Teaching after the market: From commodity to cosmopolitan. Teachers College Record, 106, 1422-1433.
152. Luke, A. (2004b). The trouble with English. Research in the Teaching of English, 39, 85-95.
153. Macbeth, D. (2003). Hugh Mehan's Learning Lessons reconsidered: On the differences between the naturalistic and critical analysis of classroom discourse. American Educational Research Journal, 40, 239-280.
154. Mahiri, J. (2004). Researching teaching practices: "Talking the talk" versus "walking the walk." Research in the Teaching of English, 38, 467-471.
155. Mahiri, J. (Ed.). (2005). What they don't learn in school: Literacy in the lives of urban youth. New York: Peter Lang.
156. Marckwardt, A. H. (1970). The Dartmouth seminar. In L. Joseph & E. Steinberg (Eds.), English education today (pp. 630-636). New York: Noble and Noble.
157. Marshall, J. D. (2000). Research on response to literature. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.). Handbook of reading research (Vol. Ill, pp. 381-402). Mahwah, NJ: Ablex.
158. Marshall, J. D., Smagorinsky, P., & Smith, M. W. (1995). The language of interpretation: Patterns of discourse in discussions of literature (NCTE Research Report No. 27). Urbana, IL: National Council of Teachers of English.
159. Meacham, S. J. (2000-2001). Literacy at the crossroads: Movement, connection, and communication within the research literature on literacy and cultural diversity. Review of Research in Education, 25, 181-208.
160. Meckel, H. (1963). Research on teaching composition and literature. In N. L. Gage (Ed.), Handbook of research on teaching (pp. 966-1006). Chicago: Rand McNally for American Educational Research Association.
161. Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
162. Meyer, B. J. F. (1975). The organization of prose and its effects on memory. Amsterdam: North Holland.
163. Michaels, S., & Cazden, C. (1986). Teacher-child collaboration as oral preparation for literacy. In B. B. Schiefflein (Ed.), The acquisition of literacy: Ethnographic perspectives (pp. 132-154). Norwood, NJ: Ablex.
164. Mitchell-Kernan, C. (1973). Signifying. In A. Dundes (Ed.), Mother wit from the laughing barrel: Readings in the interpretation of Afro-American folklore (pp. 310-328). Englewood Cliffs, NJ: Prentice Hall.
165. Mohr, M., Rogers, C., Sanford, B., Nocerino, M., MacLean, M., & Clawson, S. (2004). Teacher research for better schools. New York: Teachers College Press.
166. Moje, E., & Lewis, C. (2007). Examining opportunities to learn literacy: The role of critical socio-cultural literacy research. In C. Lewis, P. Enciso, & E. B. Moje (Eds.), Reframing sociocultural research on literacy: Identity, agency, and power (pp. 15-48). Mahwah, NJ: Lawrence Erlbaum.
167. Morrell, E. (2004a). Becoming critical researchers: Literacy and empowerment for urban youth. New York: Peter Lang.
168. Morrell, E. (2004b). Linking literacy and popular culture: Finding connections for lifelong learning. Norwood, MA: Christopher-Gordon.
169. Muller, H. J. (1967). The uses of English. New York: Holt, Rinehart, and Winston.
170. Musspratt, S., Luke, A., & Freebody, P. (Eds.). (1997). Constructing critical literacies: Teaching and learning textual practice. Cresskill, NJ: Hampton.
171. National Center for Education Statistics. (2007). The condition of education: Participation in education. Retrieved August 23, 2007, from http://nces.ed.gov/programs/coe/2007/ section1/indicator05.asp
172. National Council of Teachers of English. (1961). The national interest and the teaching of English: A report on the status of the profession. Urbana, IL: Author.
173. National Council of Teachers of English. (2007). Squire Office for Policy Research in English Language Arts. Retrieved July 19, 2007, from http://www.ncte.org/edpolicy
174. National Education Association Commission on the Reotganization of Secondary Education. (1918). Cardinal principles of secondary education. Washington, DC: National Education Association.
175. National Writing Project. (2007). Teacher research/inquiry. Retrieved August 1, 2007, from http://www.nwp.org/cs/public/print/ resource_topic/teacher_research_inquiry
176. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92.
177. Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice Hall.
178. Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
179. Nystrand, M., Greene, S., & Wiemelt, J. (1993). Where did composition studies come from? An intellectual history. Written Communication, 10, 267-333.
180. Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41, 269-303.
181. Pappenheimer, R. (2004). What's real about imagination? In Brookline Teacher Researcher Seminar (Ed.), Regarding children's words (pp. 85-105). New York: Teachers College Press.
182. Peters, W. H., & the Conference on English Education Commission on Research in Teacher Effectiveness. (1987). Effective English teaching: Concept, research, and practice. Urbana, IL: National Council of Teachers of English.
183. Petty, W. T. (1983). A history of the National Conference on Research in English. Urbana, IL: National Council of Teachers of English for National Conference on Research in English.
184. Potter, R. (1967). Sentence structure and prose quality: An exploratory study. Research in the Teaching of English, 1, 17-28.
185. Prendergast, C. (2003). Literacy and racial justice: The politics oflearning after Blown vs. Board of Education. Carbondale: Southern Illinois University Press.
186. Prior, P. (1998). Contextualizing instructors' responses to writing in the college classroom. In N. Nelson & R. Calfee (Eds.), The reading-writing connection: Yearbook of the National Society for the Study of Education (pp. 153-177). Chicago: University of Chicago Press.
187. Purves, A. (1981). Reading and literature: American achievement in international perspective. Urbana, IL: National Council of Teachers of English.
188. Purves, A. (1984). NCTE: The house of intellect or Spencer gifts. College English, 46, 693-696.
189. Putney, L., & Green, J. (in press). The roots and routes of teacher-based action research and curriculum inquiry: An historical perspective. In B. McGaw, P. L. Peterson, & E. Baker (Eds.), International encyclopedia of education (3rd ed.). Amsterdam: Elsevier.
190. Quoroz, P. A. (2001). The silencing of Latino student "voice": Puerto Rican and Mexican narratives in eighth grade and high school. Anthropology and Education Quarterly, 32, 326-349.
191. Ransom, J. C. (1941). The new criticism. Norfolk, CT: New Directions.
192. Rex, L., Green, J., Dixon, C., & the Santa Barbara Classroom Discourse Group. (1998). What counts when context counts: The uncommon "common" language of literacy research. Journal of Literacy Research, 30, 405-433.
193. Richards, I. A. (1929). Practical criticism: A study of literary judgment. New York: Harcourt, Brace and World.
194. Rosenblatt, L. M. (1938). Literature as exploration. New York: Modern Language Association.
195. Rowsell, J., & Pahl, K. (2007). Sedimented identities in texts: Instances of practice. Reading Research Quarterly, 42, 388-404.
196. Sarbin, T. R. (1986). The narrative as a root metaphor for psychology. In T. R. Sarbin (Ed.), Narrative psychology (pp. 3-21). New York: Praeger.
197. Scardamalia, M., & Bereiter, C. (1986). Research on written composition. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 778-803). New York: Macmillan.
198. Scherff, L., & Kaplan, J. (2006). Reality check: A teacher educator returns home. Studying Teacher Education, 2, 155-167.
199. Scherff, L., & Piazza, C. (2005). The more things change, the more they stay the same: A survey of high school students' writing experiences. Research in the Teaching of English, 39, 271-310.
200. Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitz, L. (1999). Reading for understanding. San Francisco: Jossey-Bass.
201. Schultz, K., Buck, P., & Niesz, T. (2005). Authoring "race": Writing truth and fiction after school. Urban Review: Issues and Ideas in Public Education, 37, 469-489.
202. Schultz, K., & Fecho, B. (2005). Literacies in adolescence: An analysis of policies from the United States and Queensland, Australia. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livington (Eds.), International handbook for educational policy (pp. 677-694). Amsterdam, Netherlands: Kluwer Academic.
203. Scott, F. N. (1901). College entrance requirements in English. School Review, 9, 365-378.
204. Scott, F. N. (1909). What the West wants in preparatory English. School Review, 17, 10-20.
205. Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
206. Sefton-Green, J. (2006). Youth, technology, and media cultures. Review of Research in Education, 30, 279-306.
207. Shannon, P. (2001). Turn, turn, turn: Language education, politics, and freedom at the turn of three centuries. In P. Shannon (Ed.), Becoming political, too: New readings and writings on the politics of literacy education (pp. 10-30). Portsmouth, NH: Heinemann.
208. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
209. Sinclair, J. M., & Coulthard, R. M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
210. Smagorinsky, P., & Coppock, J. (1995). The reader, the text, the context: An exploration of a choreographed response to literature. Journal of Reading Behavior, 27, 271-298.
211. Smith, M. W., & Connolly, B. (2005). The effects interpretive authority on classroom discussions of poetry: Lessons from one teacher. Communication Education, 54, 271-288.
212. Smitherman, G. (1977). Talkin and testijyin: The language of Black
213. Smitherman, G. (1994). The blacker the berry the sweeter the juice: African American student writers. In A. H. Dyson & C. Genishi (Eds.), The need for story: Cultural diversity in classroom and community. Urbana, IL: National Council of Teachers of English.
214. Spalding, W. B. (1963). Review of Handbook of Research on Teaching. Journal of Teacher Education, 14, 346-350.
215. Sperling, M. (1998). Teachers as readers of student writing. In N. Nelson & R. Calfee (Eds.), The reading-writing connection: Yearbook of the National Society for the Study of Education (pp. 131-152). Chicago: University of Chicago Press.
216. Sperling, M. (2004). Is contradiction contrary? In A. Ball & S. W. Freedman (Eds.), Bakhtinian perspectives on language, literacy, and learning (pp. 232-251). Cambridge, UK: Cambridge University Press.
217. Sperling, M., & Freedman, S. W. (2001). Research on writing. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 370-389). Washington, DC: American Educational Research Association.
218. Squire, J. (1964). The responses of adolescents while reading four short stories (Research Report No. 2). Champaign, IL: National Council of Teachers of English.
219. Squire, J. (1982). The collision of the basics movement with current research in writing and language. In G. Hillocks (Ed.), The English curriculum under fire: What are the real basics? (pp. 29-37). Urbana, IL: National Council of Teachers of English.
220. Squire, J., & Britton, J. (1975). Foreword. In J. Dixon, Growth through English set in the perspective of the seventies (pp. vii-xviii). London: NATE/Oxford.
221. Stallworth, B. J., Gibbons, L., & Fauber, L. (2006). It's not on the list: An exploration of teachers' perspectives on using multicultural literature. Journal of Adolescent and Adult Literacy, 49, 478-489.
222. Stein, P. (2004). Representation, rights, and resources: Multimodal pedagogies in the language and literacy classroom. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 95-115). Cambridge, UK: Cambridge University Press.
223. Stein, P. (2007). Multimodal pedagogies in diverse classrooms: Representation, rights and resources. New York: Routledge.
224. Steinberg, E. R. (1963). Needed research in the teaching of English. Proceedings of Project English research conference, Carnegie Institute of Technology, Pittsburgh, PA. (ERIC Document Reproduction Service No. ED020154)
225. Stiff, R. (1967). The effect upon student composition of particular correction techniques. Research in the Teaching of English, 1, 54-75.
226. Stock, P. L. (2005). 2004 NCTE presidential address: Practicing the scholarship of teaching. What we do with the knowledge we make. College English, 68, 107-121.
227. Tierney, R. J., & Pearson, P. D. (1983). Toward a composing model of reading. Language Arts, 60, 568-580.
228. Treuba, H. T., Guthrie, G. P., & Au, K. H. P. (Eds.). (1981). Culture and the bilingual classroom: Studies in classroom ethnography. Rowley, MA: Newbury House.
229. U.S. Department of Education. (2007). U.S. Department of Education: Promoting educational excellence for all Americans. Washington, DC: Author. Retrieved April 22, 2007, from http://www.ed.gov/index.jhtml
230. Underwood, T., Yoo, M., & Pearson, P. D. (2006). Understanding reading comprehension in secondary schools through the lens of the Four Resources Model. Retrieved August 7, 2007, from http://seedsofscience.org/ PDFs/UnderstandingReadingComp.pdf
231. University of Arizona College of Education. (2007). Research initiative on preparing teachers for Mexican American students. Tucson, AZ: Author. Retrieved August 6, 2007, from http://coe.arizona.edu/pages/dep_tte/ researchinitiative.php
232. Vasquez, O. A. (2006). Cross-national explorations of sociocultural research on learning. Review of Research in Education, 30, 33-64.
233. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
234. Warschauer, M. (2006). Laptops and literacy: Learning in the wireless classroom. New York: Teachers College Press.
235. Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
236. Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
237. Wraga, W. (2001). A progressive legacy squandered: The "Cardinal Principles" report reconsidered. History of Education Quarterly, 41, 494-519.
238. Yagelski, R. (2006). English education. In B. McComiskey (Ed.), English studies: An introduction to the discipline(s) (pp. 275-319). Urbana, IL: National Council of Teachers of English.
239. Zeichner, K., & Nofke, S. (2001). Practitioner research. In V. Richardson (Org.), Handbook of research on teaching (pp. 298-330). Washington, DC: American Educational Research Association.
240. Zeuli, J. (1994). How do teachers understand research when they read it? Teaching and Teacher Education, 10, 39-55.