Background/Context: This paper is part of the special issue "Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education." We propose that there is a vital connection in teaching between curriculum and memories that should be fostered in our classrooms. Because memories are alive and bring meaning…

Background: In the wake of COVID-19 and protests against racial violence, scholars of education, alongside educational organizations, called for innovative responses to address racial injustice, but one solution was consistently mentioned across educational spaces: the need for educators to reimagine education in a postpandemic/endemic world. And…

Background: American students represent diverse life experiences, languages, cultures, and community memberships. Given the relatively unchanged demographics of U.S. teachers (primarily middle-class, white females), it is important that teachers engage in culturally proactive pedagogy and design curriculum that both reflects their students'…

Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms.…

Background/Context: As states and districts have begun adopting texts inclusive of lesbian, gay, bisexual, transgender, and queer (LGBTQ) people, debates about how LGBTQ issues should be represented in the curricular canon have emerged. While existing research investigates curricular questions that are arising as a result of LGBTQ curricular…

Background/Context: Portfolio assessment is a popular form of authentic assessment, but often portfolios become simply folders full of papers rather than student reflections on their work. Purpose/Objective/Research Question/Focus of Study: The author conducted a study aiming to help the ninth-grade students in his English language arts classroom…

Background/Context: Considerable controversy surrounds the issue of whether high-stakes statewide accountability programs have led to more equitable educational opportunities for all students. Some researchers suggest that these programs have focused attention on improving the achievement of students of color from low socioeconomic backgrounds.…

In this article, we present profiles of two high school English teachers and their classrooms as the teachers responded to mandated high-stakes test accountability. Both teachers accepted targeted professional development, strong accountability measures, vigilant specialist support, and school site leadership; both believed tests were permanent…

This case study examines the experiences of a young African American English teacher over 3 years as she tried to teach multicultural literature. The study began in her senior year of college when she was enrolled in a progressive undergraduate preservice program in English education and continued through her first 2 years as a high school English…

A case-study methodology is used to explore the pedagogical content knowledge of three beginning secondary-school English teachers, all of whom entered teaching with strong literature backgrounds and no teacher education coursework. (IAH)

Examined the individual characteristics and high school departments of mathematics and English teachers who did or did not adapt instruction for diverse students. Data from case studies and surveys revealed different patterns of goals, beliefs, and conceptions of subject matter and students characteristic of teachers who did and did not adapt.…