Many teacher education programs consider reflection to be critical as preservice teachers appropriate tools related to the teaching of writing. The purpose of this research was to explore three preservice teachers' analysis of written reflections that they composed while taking a writing methods course embedded in two field experience sites. The…

School is sometimes framed as a place for preparing, a place for becoming college and career ready. At times this approach positions school as an important space "within" the world of college and careers, envisioned perhaps as Dewey imagined it, as a safe place to try things, a space where real work of participation in society could be done but in…

Examines some of the research and theories on the role of metacognition in cognitive development, argues that students in English education classes can become better informed about their own learning strategies by engaging in self monitoring, and suggests several ways to introduce metacognitive activities in an English methods class. (HOD)

Examines the effects of increasing adolescents' awareness of their own response strategies to reading. Illustrates the importance of ensuring that all students discover for themselves not only what they have learned, but how they have learned it. (SR)

Notes impact of high-stakes language arts assessments on teachers in Georgia rural districts. Provides additional support for what many English teachers already believe--that rich classroom discussion, reading from a variety of texts, student-centered writing assignments, and metacognitive awareness of one's reading and writing strategies…

Examines use of portfolios as a major assessment tool for students in the field of English Education. Discusses how professional portfolios encourage students to use their meta-cognitive skills and find their own unique themes as well as encouraging teachers to become collaborators and co-creators with students. Describes advantages and…