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Teaching English Language Arts Methods in the United States: A Review of the Research
Pasternak, Donna L. Caughlan, Samantha Hallman, Heidi L. Renzi, Laura Rush, Leslie S.
Pasternak, Donna L.
Caughlan, Samantha
Hallman, Heidi L.
Renzi, Laura
Rush, Leslie S.
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Abstract
What is the state of the English education methods course in the 21st century? Summarizing the research in English teacher education since the last major study (Smagorinsky & Whiting, 1995) of how English teachers are prepared, the authors review the state of the profession to examine trends in the field since the recent revision of the NCTE guidelines for teacher preparation, the redefinition of what constitutes methods coursework in and across programs, the rising numbers of culturally and linguistically diverse learners, the demands of assessment and accountability, and the integration of the field experience with content. The authors review research related to teaching reading strategies, integrating fieldwork with English education coursework, addressing standards in planning and teaching, meeting the needs of English language learners, and teaching with and about technology to determine how English teacher education is adapting to the demands of educating English teachers in the 21st century.
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This is the author's accepted manuscript. Copyright 2014 Wiley
Date
2014-06
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Wiley
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Keywords
English teacher education, 21st century skills, English language arts methods
Citation
Pasternak, D., Caughlan, S., Hallman, H., Renzi, L. & Rush, L. (in press). Teaching English Language Arts Methods in the United States: A Review of the Research. Review of Education. http://dx.doi.org/10.1002/rev3.3031.