We compare the institutional standards and expectations for English language arts (ELA) educators from the National Council of Teachers of English (NCTE), the leading professional organization in this field, and the state of Georgia. By conducting a critical policy analysis of documents from NCTE and the Georgia Department of Education (GADoE) we…

The current study aims to clarify the autonomy levels of the students taught English Composition through asynchronous distance education which refers to the separation of learners and instructors both in terms of place and time. The data collection process was conducted at a public university in Georgia, USA. 40 students taking online English…

This study explores the pedagogical approaches to internationalizing World Literature and English Composition courses at Albany State University, a small HBCU in Albany, Georgia. This attempt to internationalize the World Literature curriculum introduces, adds, and (re)positions strategically multimedia texts, such as "My Mother the Crazy…

This study investigates the collaborative composing processes of a group of five high school seniors who constructed interpretations of each of the five acts of Shakespeare's Hamlet through the medium of spoken word performances. The group composing processes were analyzed to identify how the students drew on conventions from the spoken word…

Portes and Smagorinsky examine the degree to which stable schools and authoritarian instruction accommodate the needs of learners exhibiting difference, with special attention to Spanish-speaking English Language Learners in a Southern setting. They find that the influx of immigrant students in Southern schools lays bare the normative…

The described interdisciplinary course helped a mixed population of in-service secondary English and biology teacher-participants increase their genetics content knowledge and awareness of Ethical, Legal, and Social Implications (ELSI) that arose from discoveries and practices associated with the Human Genome Project. This was accomplished by…

"Authenticity," "intrinsic motivation," "confidence," and "student choice." More than just jargon, these ideas are essential for student achievement. Facing the pressures of mandated standards and assessments, teachers often replace activities that allow for student choice and multiple outcomes with…

Describes the evaluation system of the Developmental Studies Program in Georgia. Reports findings of the evaluation of the English program. (FL)

Investigates the Praxis II, the standardized teacher examination required for teacher certification in Georgia. Considers why African American teacher candidates were less successful than their white colleagues in passing this exit exam for teacher licensure. Concludes that assessment must account for the cultural realities that teacher candidates…