Ruth Vinz

• Columbia University

Fifty years of English Education have come and gone. For this editorial, the current editorial team drew upon the collective wisdom of our former editors to reflect on our anniversary and speculate about what the future might hold for the journal and the field. Representatives from seven editorships contributed to what follows. We—the editorial tea...

All over the world, governments, policymakers, and educators are advocating the need to educate students for the 21st first century. This book provides insights into what this means and the ways 21st century education is theorized and implemented in practice. The first part, “Perspectives: Mapping our futures-in-the-making," uncovers the contradict...

In an attempt to counter the culture of high-stakes testing and the instrumental coverage of poetry, the authors designed and taught a sustained, intensive poetry course to secondary students. In this article they advocate a deep genre study of poetry for students and teachers and highlight important principles from their work that are applicable i...

In this piece, the authors argue that we should reconsider several critical programmatic issues, including the need for greater program coherence, the continuing dilemma of the gulf between schools and universities, and both the promise and the problems of student cohorts. In addition, the authors offer a brief review of the current political clima...

Details one teacher educator’s struggle to articulate a theory that informs her practice. Advocates learning about “un-knowing” and “not-knowing.” Cites the role of guidelines in regenerating or revisioning teacher education programs. Full article available in print version only.

Focusing on three literature teachers who have lived with and through the changing representations of the discipline, this paper, an examination of the nature of inquiry in literature education, describes the multiple realities that such teachers must negotiate for themselves and their students. The paper discusses conceptions of reflective inquiry...

Typescript. Thesis (Ph.D.)--New York University, School of Education, Health, Nursing and Arts Professions, 1992. Includes bibliographical references (leaves: 240-258).

Typescript. Thesis (M.A.)--Boise State University, 1982. Includes bibliographical references (leaves [162]-166).