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Teaching Writing as Journey, Not Destination
American author Kurt Vonnegut has famously declared that writing is unteachable, yet formal education persists in that task. Teaching Writing as Journey, Not Destination is the culmination of P.L. Thomas’s experiences as both a writer and a teacher of writing reaching into the fourth decade of struggling with both. This volume collects essays that examine the enduring and contemporary questions facing writing teachers, including grammar instruction, authentic practices in high-stakes environments, student choice, citation and plagiarism, the five-paragraph essay, grading, and the intersections of being a writer and teaching writing. Thomas offers concrete classroom experiences drawn from teaching high school ELA, first-year composition, and a wide range of undergraduate and graduate courses. Ultimately, however, the essays are a reflection of Thomas’s journey and a concession to both writing and teaching writing as journeys without ultimate destinations.
Theory into Practice
This book does exactly what its title suggests: it takes the theoretical and conceptual nature of leadership and positions it in the real world of school governance – where teachers, administrators and community stakeholders grapple with issues of change, diversity, influence, motivation, policy, and law. Organized around the widely accepted Interstate School Leaders Licensure Consortium (ISLLC) Standards, Theory into Practice: Case Stories for School Leaders offers a rich combination of current literature on educational leadership, real-life school-based situations, and a framework for decision-making. Designed for both current and aspiring school leaders, this book provides the perfect c...
Making the Journey
Making the Journey is a staple of secondary English methods courses and teacher libraries because it not only provides practical advice on what to do in the classroom and how to act, but also offers a realistic but optimistic sense of what it means to embrace the practice of good teaching. Now, trusted educator, writer, and researcher Leila Christenbury has returned with a remarkable new edition of her classic. The third edition of Making the Journey will be both refreshingly new and satisfyingly familiar to those who've come to rely on Christenbury's wisdom and uncommon common sense. Every chapter has been revised and updated with new examples, the latest research, and stories from today's ...
Leaders in English Language Arts Education Research
Leaders in English Language Arts Education Research contains autobiographical essays by leading English Language Arts scholars throughout the world. In this volume, English Language Arts is presented as a complex and porous discipline—intersecting with writing, literacy studies, multicultural/multilingual education, digital and multimodal literacies, critical and social justice pedagogies, teacher education, linguistics and second language learning, and, not least of all, subject English, including teaching literature and drama. Contributors are retired or current professors in the following countries: Australia, Canada, England, Ireland, South Africa, and the United States. ELA scholars o...
The Politics of Panem
The Hunger Games trilogy is a popular culture success. Embraced by adults as well as adolescents, Suzanne Collins’s bestselling books have inspired an equally popular film franchise. But what, if anything, can reading the Hunger Games tell us about what it means to be human in the world today? What complex social and political issues does the trilogy invite readers to explore? Does it merely entertain, or does it also instruct? Bringing together scholars in literacy education and the humanities, The Politics of Panem: Challenging Genres examines how the Hunger Games books and films, when approached from the standpoint of theory, can challenge readers and viewers intellectually. At the same...
Confessions of an English Teacher: A Memoir of My Teaching Years
Confessions of an English Teacher: A Memoir of My Teaching Years was written to share some of my extraordinary experiences teaching English at six high schools and seven community colleges in Orange County, California, from 1973 to 2018. I share these memories because they were so disappointing in their discovery. I imagined that as an English teacher, I was prepared to teach the subject I was trained for, but I learned that was far from the truth. My training as an English teacher should have prepared me to teach essential skills. It did not. As I reflect on my teaching at these schools, I discovered that my English degree needed to produce a prepared English teacher for teaching the skills of reading, grammar, and writing. Looking back at what I was mandated to teach revealed a sad truth: teaching English to high school and college students was filled with traditions that needed to change. With what I discovered to be traditional problems in teaching English, I offer recommendations for change for high schools and community colleges.
Restorative Literacy Practices
What happens when learning is approached as a creative transaction between teachers, students, texts, and methods? Based on classroom action research conducted in a diverse suburban school district, the author shares a framework that encourages teachers to approach their work with a restorative mindset by focusing on four elements of instruction: methods; literature; relationships; and culture, identity, and language. In each chapter, Faughey shares a scenario or problem from her ELA classroom, the action she took to address it, and the outcomes. Examples include a 9th-grade classroom where students developed podcasts to share their thinking about Romeo and Juliet, a 10th-grade classroom whe...
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Writing Hope Strategies for Writing Success in Secondary Schools
This book provides ways of thinking about the teaching of writing in secondary schools (with applications to college writing) and shares research-based strategies for immediate use in the classroom. The strengths-based, classroom-tested, student-centered writing hope strategies shared within the Writing Hope Framework (WHF) are designed to allow students to work within their own unique writing processes and insert their individual writers’ voices and styles authentically. The Writing Hope Framework allows students to choose which strategies and stages of the writing process they wish to engage in for purposeful writing goal attainment; it recognizes unique writing approaches and accounts f...
Coming to Grips with Loss
Coming to Grips with Loss is a theory that depicts how people heal from any type of significant loss. The strength of this theory is that it is grounded in data gathered from people who experienced a myriad of losses; of loved ones, physical and mental abilities, homes, careers, material goods, as well as safety, security, and other aspects that people hold dear. The theory is written in a very deliberate manner that is non-pathologizing, relevant to a wide array of audiences, and is transferable to various fields of study. It explains what people say they go through on their way from the initial discovery, assessing the possible impact, experiencing related feelings and choosing coping actions that can either move one closer or farther away from healing. It offers a road map to recovery for those in helping relationships, business managers, community leaders and people involved in self-care. Most importantly, it offers a perspective that normalizes the grief process and offers hope that healing is possible.
