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• W2611741878 abstract "In this issue, authors continue exploring practices, standards, and ideologies surrounding language in studies located both in K-12 classrooms and in a university-based teacher education literacy classroom. As we noted in introduction to previous issue, notion of English language arts on display in Common Core State Standards in United States-and perhaps similar patterns can be found in standards documents globally-has held steady for well over 100 years in US schools and teacher education settings (e.g., Hinsdale, 1896). While last issue took up ELA classroom practices as intersecting with questions of identity and literacy, this issue points toward a broader question: is aim of ELA teaching and teacher education in a multilingual, pluralistic, twenty-first-century world? Some believe that teaching of is valueneutral, grounded simply in teaching and learning of basic skills called the language arts. Some scholars have critiqued this skills orientation by arguing for a personal growth model of and of learning to teach English; others have argued for ideological nature of English; and yet others have posited education as a site for reproduction and, potentially, disruption of enduring societal inequities. We see all of these possibilities on display in present issue.The first three papers focus on developing students' writing practices and skills, literary reading comprehension skills, and text-based discussion proficiency. Thus, papers can be placed within a significant history and trajectory of conceptualizing language curriculum as reading, writing, and speaking/listening-as a set of skills, practices, and capacities for verbal of (the English) language. The last two papers, however, complicate matters by addressing and making explicit certain possibilities for ideological and moral aims of teaching.Adam Loretto, Sara DeMartino, and Amanda Godley's paper, Secondary Students' Perceptions of Peer Review of Writing, focuses on writing and specifically peer review across disciplines. The authors investigate 513 high school students' perceptions of a particular online peer review system (SWoRD: Scaffolded Writing and Rewriting in Disciplines). The study examines results of interviews with 15 teachers and a 30-question survey of students in their classrooms who used reviewing system. The research team administered study over three years, across several contexts (four high schools, one economically and racially diverse), and across subject areas. The study was based on two questions: What are perceptions of students in grades 9-12 of overall helpfulness of peer are students' perceptions of affordances and challenges of specific features of peer review? The large-scale study design afforded consideration of such variables as differences in perceptions of peer review among students with extensive (vs. minimal) experiences with peer review and differences among students across school contexts. Using qualitative and quantitative analysis (including descriptive statistics, t tests, and factor analysis), authors found that secondary students in study valued three primary affordances of peer review in general and specifically in SWoRD system: (a) anonymity of writers and reviewers; (b) opportunities to review other students' writing; and (c) opportunity to receive feedback from multiple reviewers. One key implication of study is recommendation that secondary teachers offer students opportunities for anonymous peer review of classroom writing (akin to kinds of blind review that journal authors receive), providing some distance from social relationships and pressures among students in a given classroom.Relative to our organizing question about purpose of language arts, this study focuses on writing instruction, specifically on instructional methods and setup of peer review, a fairly standard (if inconsistently operationalized) practice associated with writing instruction in secondary schools. …" @default.
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• W2611741878 date "2016-11-01" @default.
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• W2611741878 title "Editors' introduction defining and doing the english language arts in twenty-first century classrooms and teacher education programs" @default.
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