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Despite the importance of learning to teach writing, many preservice teachers do not take a writing course as part of their teacher preparation. For those universities that do offer a writing methods course, teacher educators face challenges in designing responsive and rigorous clinical experiences especially since writing is often under taught in middle and high schools. This qualitative study examines supportive clinical field experiences where preservice teachers apply and enhance what they learned in their methods courses. This study examined PSTs' experiences learning about practice "in" practice when provided with specific roles to enact in the field: Lead Teacher, Secondary Teacher, Participation Partner, and Notetaker. Preservice teachers taught writing in teaching teams, once a week for seven weeks in an eighth-grade classroom. Preservice teachers responded to two open ended questions via google forms following their weekly field experience. In total, they made 377 comments within three categories: Understandings about Teaching (n = 169, 45%), Students (n = 90, 24%), and Writing (n = 118, 31%). A deeper analysis revealed that the roles made an important contribution to their learning by supporting their practice in practice and providing nuanced and rich opportunities for learning about the teaching of writing. Findings from this study demonstrate that preservice teachers benefit from collaborative field experiences learning about different aspects of how to teach writers when inhabiting different roles.

In this paper, we highlight how restorying with preservice secondary English language arts teachers can encourage them to explore what is possible with mandated texts, like those found in the canon, for diverse world building centered in empathy, self-exploration, and justice. Findings highlight the critical reflective process preservice teachers engaged in as they restoryed canonical texts. These findings highlight and how preservice teachers can use restorying as a way to engage the self and others for more inclusive storytelling. Finally, the authors argue that in oppressive spaces that seek to silence marginalized voices, restorying can act as a subversive tool to engage in work that bends toward justice.

In this article, the authors--university faculty members working across college and school contexts in the United States--detail how teacher educators might address two challenges facing the teacher education field: (a) the long-standing critique of traditional teacher preparation in the United States as an isolated, questionably relevant ivory tower endeavor and (b) the community and political concerns and tensions that teachers and students are facing outside of, and increasingly within, school. They speculate that university-based teacher educators might attend to both issues by considering these as elements of the documented existential challenges facing the teacher education field and responding to these concerns by appealing to third space notions, Teacher Prep 3.0, and current clinical practice innovations with classroom-level interventions. In this conceptual article, the authors describe the theoretical bases for this reframing and detail the elements of critical, projectbased (CPB) clinical experience structures. Although, over the past decade, a range of scholars have explored CPB experiences, the authors propose that this clinical experience model might uniquely answer these teacher education critiques and community and political concerns. They illustrate their CPB efforts and discuss the issues that support and impede the implementation of such structures and roles, reflecting on how these mechanisms offer preservice teachers, veteran classroom teachers, school-based teacher educators, and university-based teacher educators a model for collaboratively, authentically engaging with some of the civic discourse concerns facing our democracy across school, university, and community contexts.

The purpose of this study was to explore preservice teachers' perceptions of self-efficacy during a field experience at a juvenile detention facility as they taught writing. A mixed-methods study was employed to investigate preservice teachers' perceptions of self-efficacy, their perceptions of students, and their writing instruction. Analysis revealed that self-efficacy scores had statistically significant increases. This data was supported by preservice teachers' perceptions of students and their writing instruction over the course of the field experience.

Using pre- and post- intervention data, this formative study explores instructional moves designed to guide students' critical thinking as they engage in lateral reading and digital source evaluation. Working in a dual enrollment composition classroom, researchers identified and addressed three areas of need: considering context when determining source authority or credibility, developing skilled web searching strategies and engaging in complex and multi-stepped lateral reading moves. Results demonstrated purposeful modeling and direct instruction of related digital skills positioned participants for more nuanced and developed thinking when engaging in digital source evaluation through lateral reading.

Researchers have documented that high engagement in learning is linked to high academic achievement, and that low engagement is linked to low academic achievement, student alienation, and withdrawing from school. While research provides insights into student engagement and instructional practices, this research is typically conducted in traditional schools. The purpose of this study was to investigate students' engagement during an interdisciplinary instructional unit to better understand the instructional approaches that influenced student engagement in juvenile detention centers. 602 observation intervals and qualitative data demonstrated that students were most engaged when instruction included hands-on activities, multimedia use, literacy practices, and teacher-led discussions. This study provides implications for instructional design and approaches in juvenile detention centers.

Digital poetry has been an important and innovative genre in many disciplines. This paper describes two separate tools ("Emerge" and "Thread") that were used to support teacher professional development during the COVID-19 pandemic. Results suggest that within one month, over 120 poems at each of two separate schools were created, showing both a willingness of the teachers to engage in this form of professional development and a desire of the students to share their writing. The paper includes an invitation to freely collaborate in both the use of and research on digital poetry for teacher education.

In this research study two professors and a classroom teacher collaborated to develop instructional moves to teach lateral reading, a digital source evaluation technique that involves conducting strategic quick research on sources of information. Results indicated that the introduction of lateral reading made students aware of the need to know more about the source of their information and encouraged a skeptical stance. The process of lateral reading was sometimes complicated by students' lack of background knowledge or web-searching skills. This study offers concrete strategies for scaffolding student thinking about digital source evaluation that one can embed in content area curriculum.

The massive open online course (MOOC) is a relatively new concept in K-12 teaching and learning environments. Although significant work has been done with MOOCs since 2008, it has only been recently that MOOCs have been studied with K-12 populations. The purpose of this study was to further examine the motivation of K-12 students enrolled in a MOOC about teaching in the 21st century. This article provides both quantitative and qualitative evidence that suggests MOOCs can be effectively integrated with high school students. The paper concludes with a discussion of the potential value of using MOOCs and other technologies to provide experiences to students they might not currently have in traditional, blended, or online environments.

This article discusses a study conducted with preservice teachers on teaching writing through transmediation, specifically focusing on flash fiction, hint fiction, and multimodal composition. The study found that preservice teachers need explicit connections between theories of teaching writing and teaching practices, as well as opportunities to learn how to integrate technology into instruction. The article highlights the importance of preservice teachers developing their own understanding of multimodal composition and aligning methods courses with field experiences. It also emphasizes the importance of preservice teachers gaining experience using technology for their own writing and implementing technology during field experiences to effectively plan and implement writing instruction. [Extracted from the article]

This study set out to examine two important aspects of the use of eWriters by early elementary students. First, it explored the impact of eWriters on literacy motivation and self efficacy of students in Pre-Kindergarten, Kindergarten, and First grade. Second, it explored if and how the technology implementation would affect parent and teacher relationships as measured by interrater reliability. Results demonstrated the use of eWriters in early elementary statistically significantly increased student literacy motivation and self-efficacy. Results also showed a statistically significant increase in interrater reliability from pre-test to post-test between parents and teachers. Parents and teachers were more likely to agree on a child's motivation for learning and perception of abilities (self-efficacy) after the child's use of eWriters at both home and school. These finding provide additional support for the notion that innovative technologies can provide unique opportunities to positively enhance literacy motivation, self-efficacy, and real-virtual-relationships in home and school settings between parents and teachers.

The authors explore the experiences and multimodal compositions of a student at a STEM (science, technology, engineering, and mathematics) high school who opted to take an elective course on multimodal autobiography. They document how her meaning making included her beliefs and perspectives about the world, as well as a finely developed aesthetic sense.

This commentary begins with a summary of the current landscape of literacy, technology, and education. The authors then examine A Domain of One's Own as an important new initiative and explore how teachers and schools can implement this initiative. The authors contend that the building and developing of A Domain of One's Own is a good example of how schools can engage students in complex and meaningful literacy practices. In addition, the authors discuss the challenges and opportunities of providing students with a domain of their own to use as they start their literacy careers in our schools.

The article focuses on reader response among preservice teachers, it emphasizes the role of positionality in shaping their responses. It suggests that connecting and disconnecting with text can foster self-reflection, potentially bridging divides between educators and diverse students. It mentions that reader response approaches, especially with young adult literature, can encourage empathy development and engagement with diverse perspectives.

In this article, we draw on the experiences of two young adults, Beth and Jamie (pseudonyms), who participated in a connectivist Massive Open Online Course (cMOOC) to explore how adolescents can become active members in a community of learners and the digital literacy practices that support this entry. We argue that Beth and Jamie engaged in digital literacy practices that allowed them to be socially connected, and that they participated and established themselves as equal members in a community of practice. Their experiences has implications for how we engage students in literacy experiences that encourage them to be connected learners in larger communities of practice.

Writing plays an important role in young adults' lives. It is tied to academic achievement and also provides young adults with a voice in social interactions, a way to express their feelings, and an opportunity to reflect on life events. This study explores the writing practices of 2 adolescent girls: Suzanne and Molly. On multiple occasions they had been suspended from school, attended an alternative school, and both had been incarcerated. Suzanne and Molly identified themselves as writers, as their personal writing served as a coping mechanism, a tool for communication, and a way to voice their lived experiences. Despite the power of writing in their lives, their in-school writing instruction was almost nonexistent.

Hybrid or blended learning is defined as a pedagogical approach that includes a combination of face-to-face instruction with computer-mediated instruction. The terms "blended learning", "hybrid learning", and "mixed-mode learning" are used interchangeably in current research; however, in the United States, "hybrid learning" is used most often. Although hybrid learning can be diverse in how it is implemented, educators agree that this approach has the opportunity to provide personalized instruction with some element of student control over path, pace, time, and place. Educators and students need to be given the latitude to teach and learn in these hybrid spaces while being protected and supported by schools. Ultimately, teachers and students bear an equal responsibility as they collaboratively learn and experiment in these evolving spaces.

This article explores how the research-based practice of using mentor texts can support students' writing within their subject areas. Specifically, this article examines the writing demands of the Common Core Writing Standards and how using mentor texts helps teachers meet these writing standards. We share guiding principles for using mentor texts and explore how to analyze mentor texts in terms of structure and ways with words. Using mentor texts may be a pedagogical practice that content area teachers can find beneficial as they teach writing. Specific examples from social studies and science are provided along with mentor text resources.

Students' cognitive ability, the learning environment, and the relevance of the writing assignment influence their writing abilities and engagement in writing instruction. Currently there is a limited amount of knowledge about youths' dispositions to and experiences with writing instruction in juvenile detention centers. The purpose of this study was to address these questions by examining the dispositions towards writing of 12 youth who were in a juvenile detention facility. Two research questions guided this study: (1) What are the writing dispositions of youth in a juvenile detention facility? and (2) Do youth report changes to disposition scale items after participating in a writing workshop, and if so, why? The results suggest that engaging youth in detention centers in writing workshops might improve their dispositions toward writing and their perceptions of themselves as writers.

Educators have argued the need for greater attention on how teachers learn to teach writing in science (Kelly and Bazerman in "Appl Linguist" 24(1):28-55, 2003; Martin in "Writing science: literacy and discursive power." University of Pittsburgh Press, Pittsburgh, pp 166-202, 1993). This article summarizes the findings of a qualitative study of five science preservice teachers as they experienced a unit of study, an inquiry-based instructional framework for the teaching of writing. Results found initially the science preservice teachers did not have knowledge of specific instructional approaches to teach writing. The science preservice teachers engaged in critical and analytical reading and writing, which enhanced their knowledge of writing and how to teach writing. The unit of study approach to writing may offer teacher educators a way to engage science preservice teachers in a method to teach scientific writing.

An incident of bullying, violence in the classroom, or suicide can unsettle teachers' views of their teaching, their role as a teacher, and their relationships with students. Unfortunately, there is a high probability that many educators will teach a young person who has been bullied or considered suicide. This article explores the shifts in preservice teachers' understanding about issues of bullying and suicide through their self-selected reading of "13 Reasons Why" (Asher, 2007) and" Hate List" (Brown, 2008). Results found preservice teachers chose to read either "13 Reasons Why" or "Hate List" because they knew someone who committed suicide. Their engagement in the books allowed them to understand and imagine the characters' experiences, perspectives, and decision-making. Through reading and discussions they developed compassion and empathy for the characters; this compassion and empathy extended to their future students. (Contains 2 figures and 5 resources.)

This article summarizes preservice teachers' experiences in a book club that read young adult literature focused on issues related to bullying. Preservice teachers learned to recognize various incidents of bullying in the books. They also began to consider how they might handle incidents of bullying in their future classrooms. (Contains 2 figures.)

Incarcerated adolescent girls can benefit from an English classroom where personal identities, roles, and relationships can be challenged, resisted, and confronted. Education in English can be a transformative experience allowing adolescent girls to reshape and rethink not only their literacy identities but also their lives. An analysis of the everyday reading and writing experiences of incarcerated adolescent girls is the first step in envisioning a curriculum capable of transforming girls' lives. In this article the author examines the instruction that Danielle, a pregnant 17-year-old, received in the English classroom while incarcerated. She then describes her personal reading and writing practices and explores the tension between her school practices and her literary life outside the classroom. Examining Danielle's literacy practices outside the classroom and hearing her voice her opinions about her literacy practices are vital because it completes the picture of who she is as a reader and writer. Recognizing all facets of adolescent girls as readers and writers can allow English educators to create effective instruction in the difficult incarceration setting. Finally, the author examines how these findings may offer directions and possibilities for English educators in guiding their work with adolescent girls who lead difficult lives.

The field of content area literacy instruction is shifting from a general understanding of literacy towards disciplinary literacy. Much of the work in the field of disciplinary literacy has focused on reading, while writing has often been overlooked. This article summarizes the findings of a qualitative case study of two preservice teachers as they experienced a unit of study during a Reading in the Content Areas course. Described in the article is how the unit of study as a writing assignment encompasses three aspects of disciplinary literacy: (1) discourses and practices in disciplinary learning and literacy, (2) identities and identifications in disciplinary learning and literacy, and (3) knowledge in disciplinary learning and literacy. Results found the unit of study enhanced preservice teachers' knowledge of their discipline and writing instruction. The unit of study approach to writing instruction may offer literacy educators a way to engage preservice teachers in writing specific to their discipline. (Contains 5 figures.)

As media experts have renewed their calls for improved media and information literacy curriculum in schools, researchers have investigated instructional strategies for teaching source evaluation. One such strategy is lateral reading, in which the user evaluates the veracity of information presented by following "links within a source and do supplemental searches on names, organization or topics" (University of Texas Libraries). Such a strategy not only builds learners' skill in digital source evaluation, but it develops a skeptical stance that can guide them as they engage in independent web investigation. The purpose of this research study was to investigate what preservice teachers noticed after watching a student read laterally and their perceptions of the benefits of reading laterally. Through engaging in noticing during a video of a student thinking aloud while reading laterally, preservice teachers developed an emerging understanding of lateral reading and the benefits of implementing the lateral reading strategy. [ABSTRACT FROM AUTHOR]

The article informs about English educators are in a unique position to interrogate learning experiences within teacher education that might influence teacher candidates' (TC) conceptions and development of social perspective taking. It discusses the use of social perspective taking (SPT) in helping teachers cultivate more well-rounded and informed cultural perspectives that acknowledge issues such as race and gender that permeate the lives and realities of diverse students.

Researchers have documented that high engagement in learning is linked to high academic achievement, and that low engagement is linked to low academic achievement, student alienation, and withdrawing from school. While research provides insights into student engagement and instructional practices, this research is typically conducted in traditional schools. The purpose of this study was to investigate students' engagement during an interdisciplinary instructional unit to better understand the instructional approaches that influenced student engagement in juvenile detention centers. 602 observation intervals and qualitative data demonstrated that students were most engaged when instruction included hands-on activities, multimedia use, literacy practices, and teacher-led discussions. This study provides implications for instructional design and approaches in juvenile detention centers. [ABSTRACT FROM AUTHOR]