Purpose: This paper aims to examine the reading of a book-length fiction or non-fiction text in one disciplinary literacy (DL) teacher education course. This paper considers how the assignment may help pre- and in-service teachers understand literacy as multifaceted and connected within and beyond their content areas (Moje, 2015). The research…

Teacher licensure policies and state standards for English/language arts have made content area literacy a necessary component for most music teacher education programs. Unlike teachers in other areas of the school curriculum, music educators have not broadly integrated literacy into their instructional practices. The Before-During-After (B-D-A)…

Scholars have theorized about the growing movement of teacher research, where school-based practitioners engage in systematic examinations of their own work. They have argued that teacher research challenges relationships of knowledge and practice, as teacher-researchers are likely to ask different questions and offer different perspectives…

Background: For too many youths, school has become a place for students to withstand and kill time until they can leave and learn about things that matter to them. Instead, schools should be inviting and exciting places to learn but also nurturing spaces where all students feel they belong. Drawing upon expanded definition of literacies that…

Using a mixed-methods approach, this article reports survey findings regarding the factors secondary English-language-arts teachers in the United States reported as influential to their text selection and examines how those factors varied by years of teaching experience. Teachers' department was the most cited influence regardless of years'…

This paper reports findings from a study examining pre-service teachers' perceptions of Indigeneity and literacy in a literacy teacher education course. In 2015, the new British Columbia K-9 curriculum was implemented with a focus on integrating Indigenous perspectives into the curriculum in thoughtful and meaningful ways. This includes an…

During the 2016-2017 academic year, a collaborative of university faculty and high school teachers piloted an innovative approach to professional development, focusing on secondary level literacy in a diverse suburban district. The approach included innovations in both process and content compared to professional development (PD) and instructional…

Cross-disciplinary self-studies and peer coaching have separately been shown to offer teacher educators meaningful professional development opportunities. However, the teacher educator literature has said little about combining cross-disciplinary self-studies with peer coaching. In this article, the authors report a two-year cross-disciplinary…

This article explores how TCTELA's 2024 Teachers of the Year forged the future through their literacy teaching at the elementary, middle school, high school, and college levels. Each essay captures how they understand their work as literacy educators and intentionally educate their students toward a brighter future amid trying local contexts. The…

Despite many calls for K-12 disciplinary literacy instruction--instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines--there are questions about what disciplinary literacy instruction means for the prominent school domain of English language arts. This article investigates the…

ORS 327.016 directs the Oregon Department of Education (ODE) to prepare an annual report on English learner program funding and student outcomes. The report's intention is to describe the population of English Learners in Oregon and provide a summary of district and state progress towards meeting their needs and objectives. The ODE annually…

Authentic field experiences are an important aspect of most teacher education programs, yet collaboration often is difficult because of distance and limited resources. This collective case study aimed to explore the experiences of 30 ninth-grade English language arts (ELA) students and 17 preservice English education teachers as they collaborated…

This technical report is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." This report documents the influence of Bank Street teacher preparation programs based upon surveys of graduates, surveys of comparison teachers, surveys of employers, and an analysis…

The need for culturally responsive teachers in an increasingly diverse educational system is paramount. The purpose of this study was to investigate preservice teachers' developing understandings of culturally responsive pedagogy in a language arts methods class over the course of one semester. The study also sought to explore the…

We offer this article to support ELA and other subject-area teachers as they think about why disciplinary literacy teaching is important and how to enact it in robust ways. We argue that it is critical for the improvement of students' academic literacy development and overall learning that all teachers and literacy researchers attend to the…