This study identified historical continuities and discontinuities across a century of secondary research published in "English Journal" (1912-1966) and "Research in the Teaching of English" (1967-2011). It highlights considerable methodological continuity across six decades of "English Journal" and some shifts in research emphases that tended to…

Jory Brass and Leslie David Burns provide a useful and informative review of research appearing in the "English Journal" ("EJ") and "Research in the Teaching of English" ("RTE") over the past 100 years. It is a bit unfortunate, if understandable, to exclude books and articles in other journals, because such a restriction excludes many pieces of…

"Where is God now?" is a question from the Holocaust memoir "Night" by Elie Wiesel and an underlying narrative dilemma for the teachers and most student participants in this qualitative study of three Holocaust units in secondary English classrooms in the Midwestern United States. Using a narrative theory framework, this study explores how…

Compares effects of three treatment conditions (direct instruction, tacit instruction, and no treatment) on high school students' interpretations of stable irony in poetry. Concludes that direct and tacit methods are statistically superior on several measures, and that no statistically significant differences exist between the direct and tacit…

Describes some of the tensions and challenges that nine student teachers faced as they attempted to apply theoretical tools or principles for teaching middle and secondary school English to the realities of practice. Suggests the importance of understanding the kind of relationships that student teachers develop within each setting and how social…

Explores a range of ways that threat can exist and be transcended in a critical inquiry classroom by examining vignettes taken from one intensive inquiry project conducted in an urban high school English classroom. Concludes that educators need to acknowledge the ways stakeholders may feel threatened and to provide means for interrogating those…

Two members of the staff of the National Assessment report on one analysis that sought to relate different kinds of writing errors to each other. (RB) Aspect of National Assessment (NAEP) dealt with in this document: Results (Secondary Analyses).

English teachers in Ohio were surveyed to determine what parts of the secondary school English program and what aspects of teacher preparation they rated as important. (HOD)

Focuses on the writing instruction which the 1977 NCTE Achievement Award- winning students had received, concluding that writing frequency, type of assigned writing topics, and class size affect writing instruction and that successful writers are dedicated readers. (DD)

Examines three English teachers' conceptions of their students' literary understandings. Explores how the three case-study teachers framed reading in generalized terms separated from the concerns of literature as a discipline, and how the teachers' own experienced ways of reading literature played a role in directing attention away from learner…

Documents three key strategies that the teacher used in her transitional efforts to make discussions possible in her low-achieving high school English classroom: developing an ethos of involvement and respect, using scaffolding and specific ways of phrasing questions to encourage discussion, and acknowledging and making space for the presence of…