Teachers who have participated in Summer Institutes of the National Writing Project (NWP) often claimed “it changed my life.” What do teachers mean when they say this? does it to “transform” a professional development setting, and what might researchers providers gain from an understanding teacher transformation as kind learning?

In the previous issue, Marilyn Cochran-Smith and Ana Maria Villegas provided Part One of two JTE articles based on their chapter in upcoming fifth edition Handbook Research Teaching (Cochran-Smith et al., press). Their handbook presents findings from review 1,500 teacher education research studies published between 2000 2012. described procedures theoretical framework used literature review, outlined three major trends that have influenced education, presented for first programs identified...

Whitney’s case study of one teacher at a National Writing Project Summer Institute explores the tension between personal and professional writing, arguing that both are germane integral in development writing.

Though it is now difficult to imagine any language arts teacher at grade level not knowing about “the writing process,” many of the teaching practices employed in classrooms name said process suggest that teachers may have different understandings what entails as a model and learning write, conceptually or epistemologically.

Recent challenges concerning the quality of teachers and programs that prepare them have resulted in responses from professional organizations been more widespread intense than past (Robinson, 2011; Wiseman, 2012). The Blue Ribbon Panel on Clinical Preparation (BRP) formed by National Council for Accreditation Teacher Education (NCATE), merger NCATE (TEAC) into Educator (CAEP) to improve teacher education (Cibulka, 2011), Performance Assessment Initiative which emerged collaboration between...

Background/Context Founded in 1974 by James Gray and a group of teacher colleagues who came together as the Bay Area Writing Project California, National is professional development network that has spread from one site to 197 university-based sites across US. After such long period time operation, it becomes possible talk about organization's legacy—not legacy something leaves behind after death, for NWP surely not died, but one's contribution, which extends beyond its immediate tangible...

In the first issue of Volume 63, we focused our editorial on need to improve research in teacher education by increasing rigor and relevance studies field. We referred individual as bricks a structure that would serve knowledge base for researchers, practitioners, policy makers (Knight, Lloyd, Arbaugh, Edmondson, Nolan, & Whitney, 2012). As attend both quality positioning those within framework. other words, situating findings theoretical frameworks prior undergird base, can advance Research...

Understandings about genre govern nearly all of the choices writers make. They make form, persuasive moves, conventions, and even ideas through a sense, whether articulated or tacit, social situation from which piece writing is arising. In semester‐long high school course, authors engaged students in series activities designed to help them develop awareness. The goal was support becoming more independent flexible who possess analysis skills they can apply anywhere. Through whole‐class...

The theme of accountability currently permeates conversations about education at every level, including teacher and professional development. In our Call for Manuscripts this issue, we invited empirical or conceptual manuscripts addressing assessment in that would move the community forward considering topics both more precisely with greater complexity. range suggested subtopics questions within was broad to elicit a wide responses. general, asked, Who is be held accountable? For what? And...

notion that teachers of writing must also write has been pervasive since the 1970s. But what should they write? On this question, consensus less clear. In National Writing Project (NWP), a professional network focused on improvement instruction and featuring summer institutes in which engage their own as well demonstrations effective teaching practices, tradition usually favored personal writing, particularly memoir, poetry, fiction. This emphasis has, at times, left NWP vulnerable to...

In this article, we explore how teachers who make their work public through talk and texts may find composing complicated by issues of authority. These acts include drafting articles, preparing workshop presentations, authoring op-ed pieces letters to the editor, developing book manuscripts – creating any spoken written which educators communicate as a field. We draw from three studies in different contexts examine authority concerns that teacher-writers experience during process. Our aim is...

This study constitutes a qualitative investigation of series interactions between an experienced teacher educator and pre-service in the context teaching English as second language (ESL) practicum blog.The demonstrates how activity writing dialogic blog can facilitate professional development.Responding to recent call investigate ways which engagement (Johnson & Golombek, 2011) assist learning given urge promote conceptual understanding on part novice teachers (Johnson, 2009), this paper...

This piece was guided by the framing question “How can CEE help its constituencies, broader public, and policymakers understand relationship between research teaching?” The authors consider usefulness of a range empirical traditions; explore how expert language arts teachers read, conduct, use research; reflect on role preservice teacher education in fostering understandings published providing preparation practice conduct research.

Anne Elrod Whitney’s first-person narrative about her experiences as a student, teacher, and teacher educator gives us sense of what authenticity in classrooms might look like it mean for students.

In this article, the author proposes that authenticity requires actions related to four areas: authentic process, genre, audience, and teachers students.

This article discusses the ways issues of audience and authority are encountered addressed by classroom teachers who write journal articles for publication. Drawing on an interview study K-12 have published in NCTE’s journals Language Arts, Voices from Middle, English Journal, we show that developed deployed strikingly different conceptions at points their composing process. Before after writing, they acknowledged wide mixed readership those journals, including university-based scholars;...

The story of one student writer shows how the challenges writing from sources are tied to issues voice and authority.

In this article, we reflect upon “the teacher as writer” and describe how see concept movement developing. We articulate a view of the teacher-writer empowered advocate. Using examples from our scholarship, illustrate powerful idea can transform research conducted about with teachers. Finally, draw attention to potential stance means resistance current reform efforts that disempower

The authors consider how preservice teachers and teacher educators might broaden their operating notions of experience practicality to help one another access a wider range sources knowledge for teaching.

The theme of this issue Journal Teacher Education (JTE) focuses on theory, people, processes, and outcomes related to teacher learning in school-based settings. educators researchers agree that externally driven, isolated workshops conferences have produced little impact inservice change (Gallimore, Emeling, Saunders, & Goldenberg, 2009; Hawley Valli, 1999). In contrast, when professional development is embedded the daily work teachers, more likely occur (Desimone, Garet, Porter, Desimone,...

The topic of standards-based instruction is currently at the forefront conversations about education every level, including teacher and professional development. proliferation state curriculum standards over past decade recent development Common Core State Standards (CCSS) for English/Language Arts Mathematics as well release second draft Next Generation Science (NGSS) in January 2013 have fueled this conversation. Standards-based assessment, accompanying accountability associated with their...