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Guided by the research question \"How are the diverse issues of race/ethnicity represented in the NBA?,\" this descriptive content analysis examines the representations of author gender, author race/ethnicity, protagonist race/ethnicity, protagonist socioeconomic status, and genre of the 100 National Book Award finalists and 20 winners from 1996 to 2015. The dataset indicated that there are problematic representations of race/ethnicity, and the National Book award is not as diverse as we have expected. Of the 23 culturally relevant texts in the National Book Award, only 5 are winners. The results of this study show that using only award lists to guide teachers' book selections is problematic.

If the experience of teaching is going to keep newly minted teachers committed to the profession, they will have to find ways to break away from the traditional isolation of teaching. Some useful examples of purposeful professional development activities suggest ways to connect new teachers to a group of teachers and find satisfaction in the collaborative work with colleagues.

According to my two senior readers, the book was \"messed up\" beyond Keir, the disturbed narrator. [...]the instruction continues by asking students to develop and debate their interpretations of stories without the benefit of a teacher's questions\" (Rabinowitz and Smith 78). [...]they were able to give me their interpretation of Inexcusable and provided suggestions on how other students might explore the novel. [...]as this small qualitative study with Janet and Zac suggests, if we trust what we have already taught our students they might meet these books with more enthusiasm than some of the more traditional texts in our classrooms.

To understand trends in what seems to be an explosion of books written about young adult literature (YAL), the authors conducted a content analysis of scholarly books published between 2000 and 2020. The question What trends in YAL research and pedagogy do the books published in this span of time reflect? guided this inquiry to support English teacher educators in their engagement with YAL scholarship within and beyond teacher preparation. After examining 191 books, with the majority of them focusing on research and theory in YAL, findings emerged in five areas: critical events in society, shifts in public education, literacy movements, publishing trends, and scholarly community influence.

Over the years, high school teacher Steven T. Bickmore has attended numerous seminars and institutes sponsored by the National Endowment for the Humanities, focusing on such subjects as history, philosophy, comparative literature, and art. He explains their impact on lessons in his English classroom as well as their importance in helping to build community within the profession.

The role of interdisciplinary teaming in the induction of new teachers was examined at two middle level schools through the perceptions of three par ticipant groups: new teachers, mentors, and principals. Data collected through a mixed-method design indicated that participants perceived inter disciplinary teams as an integral part of the induction process of new teach ers that supported their personal and professional needs. Teaming was most helpful in meeting new teachers' professional needs chiefly through sup porting the management practices of new teachers.

Keeping in mind this dual consideration, one side of this approach suggests that critics and teacher educators prepare novice teachers with the ability to recognize literary elements, metaphors, symbols, and figurative language. Through a careful analysis of the books that are published and available for teachers and librarians to choose from, critics of adolescent literature, teacher educators, and teachers themselves should employ the tools of literary analysis to mediate the variety of ideologies that any given text either presents or neglects. Bruchac's expert use of these literary tools draws the reader into the narrative of an engaging and compelling text. Because a Native American writes the novel, it avoids the issue of representation that often haunts even well crafted novels, but that are written by authors outside the ethnic community the novel attempts to portray (Yolen, 1992; Woodson, 2003). [...]I had to sort of tell stories for my kids. Because they needed stories and I told traditional stories.

In this article we report a study of a teacher, Jimmy, making the transition from his university teacher education program to his first job. We explore what we characterize as tensions between traditions in his effort to develop a conception to inform his teaching of high school English.

Even a student teacher visiting Anna's classroom described Anna's lesson and student involvement as the most impressive she had observed. For adult contact she had to wander into the building.\\n A mentor, who provides great professional feedback about lesson planning, classroom management, and assessments, still might not meet all of a new teacher's needs. Regularly scheduled department meetings, faculty socials, and team or grade-level planning sessions can also serve to help a beginner meet both personal and professional needs.

“Off the Shelves” discusses new young adult literature and explores ways of teaching YA texts in middle and high school English classes.