Research in the Teaching of English最新文献_第7页

Author Index to Volume 55 (2020–2021) 第55卷作者索引（2020-2021）

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-05-15 DOI: 10.58680/rte202131263

引用次数: 0

A Case Study of One Youth’s Stance toward the Discourse of Literary Analysis in a Secondary English Classroom 一位青年在中学英语课堂上对文学分析话语立场的个案研究

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-05-15 DOI: 10.58680/rte202131258

S. Fields, Katherine K. Frankel

{"title":"A Case Study of One Youth’s Stance toward the Discourse of Literary Analysis in a Secondary English Classroom ","authors":"S. Fields, Katherine K. Frankel","doi":"10.58680/rte202131258","DOIUrl":"https://doi.org/10.58680/rte202131258","url":null,"abstract":"The discourse of literary analysis is dynamic and ideological, shifting as writers navigate conventions and practices to meet their rhetorical purposes in particular contexts. While scholars have engaged ideological analyses of students learning to write literary analysis essays in university contexts, few studies have documented student writers’ experiences of disciplinary enculturation in secondary English language arts classrooms. In this case study, we address this absence by using the concept of stance to examine how the identity of one student—Katarina—informed her interactions with the discourse of literary analysis as it was understood and instantiated by her teacher. In our analysis of essay drafts, field notes, artifacts, and interview transcripts, we found that the convergence of Katarina’s identity as a creative and emotional person and writer with the possibilities for selfhood afforded to her in this context contributed to her stance toward the discourse. We examine points of tension across two of Katarina’s essays that illuminate her ideological struggles as she navigated the discourse of her classroom. Our findings point to the utility of stance as a conceptual tool for researchers and educators to take a critical perspective on students’ writing processes in the context of the ideologically laden, authoritative demands of secondary classrooms.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48821778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

In Dialogue: Solidarity 对话：团结

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-05-15 DOI: 10.58680/rte202131260

Danny C. Martinez, April Baker-Bell, Alayna Eagle Shield, Clifford H. Lee

引用次数: 1

Children’s Rhetoric in an Era of (Im)Migration: Examining Critical Literacies Using a Cultural Rhetorics Orientation in the Elementary Classroom 移民时代的儿童修辞学:小学课堂文化修辞学取向下的批判性文学研究

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-02-15 DOI: 10.58680/rte202131186

Cassie J. Brownell

{"title":"Children’s Rhetoric in an Era of (Im)Migration: Examining Critical Literacies Using a Cultural Rhetorics Orientation in the Elementary Classroom","authors":"Cassie J. Brownell","doi":"10.58680/rte202131186","DOIUrl":"https://doi.org/10.58680/rte202131186","url":null,"abstract":"There is a particular urgency in this political moment to understand children’s experiences with current events. Drawing from data generated following the 2016 presidential election, this paper focuses on three racially and linguistically diverse children’s persuasive compositions. Within a critical literacies writing unit focused on (im)migrant experiences, children called on legislators to act on the Republican administration’s policies. Building on the understanding that all literacies are political and that teaching and learning are value-laden tasks, the author engaged a cultural rhetorics orientation—grounded in the understanding of texts, bodies, materials, and ideas as interconnected aspects of communication—for data generation and analysis. The findings highlight how children strategically employed rhetoric to persuade. They used logos, pathos, and ethos, as well as story, a central tool for meaning-making and building practices in the world. Ultimately, this study demonstrates how children, when properly supported, can agentively participate in critical literacies and act on real-world politics. Through the stories of young children, this study emphasizes what children have to tell adults and what a cultural rhetorics orientation, through its emphasis on story, enables literacies researchers and educators to understand about children’s composing.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"43 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71144208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Editors’ Introduction: “You Can Still Fight”: The Black Radical Tradition, Healing, and Literacies 编辑简介：“你仍然可以战斗”：黑人激进传统、治愈与文学

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-02-15 DOI: 10.58680/rte202131183

Gwendolyn Baxley, Yolanda Sealey-Ruiz, Christopher R. Rogers, G. Campano, E. E. Thomas, A. Stornaiuolo

引用次数: 0

Announcing the 2019–2020 Alan C. Purves Award Recipients: Inspiring Transformative Literacy Pedagogies: The 2020 Alan C. Purves Award Committee 宣布2019-2020年艾伦·c·普尔夫斯奖获得者:鼓舞人心的变革型扫盲教学法:2020年艾伦·c·普尔夫斯奖委员会

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-02-15 DOI: 10.58680/rte202131189

Dywanna Smith, Lamar L. Johnson, Vaughn W. M. Watson, Andrew B. Torres

引用次数: 0

“My Color of My Name”: Composing Critical Self-Celebration with Girls of Color through a Feminist of Color Writing Pedagogy “我的名字的颜色”：通过有色人种写作教育学的女性主义者与有色人种女孩创作批判性的自我庆祝

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-02-15 DOI: 10.58680/rte202131184

Grace D. Player

引用次数: 16

Regulated and Nonregulated Writing: A Qualitative Study of University Custodians’ Workplace Literacy Practices 规范与非规范写作:大学管理员职场素养实践的质性研究

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-02-15 DOI: 10.58680/rte202131187

Calley Marotta

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引用次数: 2

Playful Practices: Reimagining Literacy Teacher Education through Game-Based Curriculum Design 游戏实践:通过游戏课程设计重新构想识字教师教育

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-02-15 DOI: 10.58680/rte202131185

G. Kim, Lindy L. Johnson

{"title":"Playful Practices: Reimagining Literacy Teacher Education through Game-Based Curriculum Design","authors":"G. Kim, Lindy L. Johnson","doi":"10.58680/rte202131185","DOIUrl":"https://doi.org/10.58680/rte202131185","url":null,"abstract":"\u0000 The prevalence of high-stakes testing, scripted curricula, and accountability measures in schools discourages experimentation with curriculum. This article encourages curriculum design experimentation in teacher education by proposing playful practices, game-like activities for designing curriculum that draws on students’ out-of-school literacies. We explore the benefits and challenges of game-based curriculum design with preservice teachers (PSTs; N = 19) in two public university secondary English education courses and trace one PST’s take-up of the curriculum design moves through incorporation of these playful practices into her classroom. Data collection occurred across one academic year and included field and observation notes, written reflections, interview data, and artifacts. Findings show the potential for game-based curriculum design in literacy teacher education to (1) create an imaginative space between teacher and student, (2) encourage collaborative production, (3) connect PST university coursework to classroom practice, (4) support students’ creative language production, and (5) create playful social contexts for participatory learning. Challenges highlight the importance of attending to power dynamics in game play and design. Implications include how game-based pedagogical invitations in teacher education can help PSTs imagine new ways to organize classroom structures and literacy learning experiences that value an interplay of youth cultures and classroom curriculum.\u0000","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41795993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

In Dialogue: Poetry, Healing, and Resistance 对话：诗歌、治愈与抵抗

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-02-15 DOI: 10.58680/rte202131188

引用次数: 0