10-second review: Variety of topics and findings in recent research.
Title: “Annotated of Bibliography of Research in the Teaching of English.” ed. R Beach, et al. Research in the Teaching of English (RTE) (November 2008), 188-235. A publication of the National Council of Teachers of English (NCTE).
1. Immigrants. What’s another label for immigrants and minorities in American society? Refers to immigrants/minorities as “hyphenated Americans.” Hmmmmm!
N. Asher. Theory into Practice, 47 (1), 18. RTE (Nov. 08), 188. [Comment: Cute but suggests stereotyping. RayS.]
2. Storytelling. How does Navaho storytelling offer a different model of education? “Examines story telling practices among Navahos as an example of a non-western approach to education.”
DJ Eder. (2007). Anthropology and Education Quarterly, 38 (3), 278-296. RTE (Nov. 08). 189. [Comment: The author doesn’t give it away in this snippet of summarized research. RayS.]
3. Dialects. Are students conscious of using different levels of language? “Demonstrates how classroom conversations embedded in students’ experiences with dialects helped them become more conscious of their own daily code-switching and view language variation as natural and valuable.”
A Godley and A Minnici. (2008). Urban Education, 43 (3), 319-346. RTE (Nov. 08), 189. [Comment: I’m assuming the students conversed directly about dialects. That’s a significant piece of learning. RayS.]
4. Remedial Reading and Parents. Did repeated-reading practice at home improve students’ fluency in reading? “…home repeated-reading intervention for improving the reading accuracy, fluency and independent reading skills of eight struggling second-grade students in an urban school district.” Suggests a parent-training component is needed.
A Hinlin and JR Paratore. (2007). Journal of Literacy Research, 39 (3), 307-332. RTE (Nov. 08), 194. [Comment: Fluency is becoming big in reading education. I’m inclined to agree that it’s a major player in successful reading. RayS.]
5. Poetry. Why don’t teachers teach poetry? “Summarizes results of British government review of poetry instruction in 86 schools.” Poetry instruction weaker than other aspects of English. Teachers lacked knowledge of poetry, limiting teaching of poetry. High-rated school emphasized oral interpretation, poetry writing and making poetry books available.
J Gordon. (2008). Changing English: Studies in Culture and Education, 15 (2), 223-233. RTE (Nov. 08), 198. [Comment: I’m not surprised that many teachers of English are reluctant to teach poetry because they do not know it. The New Critics have scared them away. RayS.]