This study reports two stages of research into the discourses of poetry education in the United States from the early 20th to the early 21st centuries. The first is an original study that traces the history of discourses about teaching poetry, and the second is a coda or concluding analysis that raises questions about how history functions as a…

This meta-analysis examines the effectiveness of a group of instructional approaches (i.e., cooperative, collaborative, and peer tutoring) at improving literacy outcomes for English language learners. Main effects analyses of a sample of 28 experimental and quasi-experimental studies reveal that peer-mediation is more effective for ELLs than…

Calls for research documenting outcomes of new literacy practices in school (e.g., Moje, 2009) focus on the need for understanding adolescents' experiences, what they learn about content, about literacy practices, and about their identities and positions in the world. This metasynthesis of findings from 27 qualitative studies of digital video…

This qualitative study highlights the interconnectedness of literature, literacy practices, identity, and social positioning within a framework of a common enactment of multicultural education: adding literature by and about people of color to the language arts curriculum. The study provides a window on the meaning-making of six 16-year-old Black…

Reviews 14 studies investigating approaches for teaching children to learn words from context. Finds nearly all treatments were effective compared to a no-treatment control; however, in the 4 studies that included a practice-only treatment, no significant differences were found. Suggests effects of treatments were due to the practice rather than…

Shows that motivation research is generally compatible with and supportive of the whole language philosophy of instruction. Provides explicit motivational reasons why whole language practices might be effective. Suggests whole language classrooms provide settings where motivation researchers can investigate the success of motivation principles,…

Considers, in this "eclectic" review of research, three complementary ways in which the nature of the connection between homes and school can be problematized: (1) congruence of family life with the agenda of schooling; (2) intimacy, or depth of understanding, between teachers and parents; and (3) sociocultural productivity of the interaction…