Chris Drew (PhD, University of Wisconsin-Milwaukee), Assistant Professor of English, Indiana State University, chris.drew @ indstate.edu
Abstract. Drew advocates for increased collaboration between creative writing teachers at the secondary and postsecondary levels.
Heidi Hamilton, Arrowhead High School, hamilton @ arrowheadschools.org
Elizabeth Jorgensen, Arrowhead High School, jorgensene @ arrowheadschools.org
Abstract. Hamilton and Jorgensen explore best practices both for co-teaching and meeting the needs of all students, including those in special education programs, in a creative writing classroom.
This article was inspired by a blog Jorgensen wrote for The Marquette Educator.
Dian Mawene (mawene @ wisc.edu) and Halil Cakir (cakir @ wisc.edu) are doctoral students in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin at Madison.
Abstract. Mawene and Cakir re-envision school literacy programs that draw on non-dominant literacy practices of culturally and linguistically diverse (CLD) families as strengths, in particular oral-based literacy.
Mary L. Johnson, graduate student in Educational Policy Studies and program coordinator UW-Madison’s College Access Program, mjohnson49 @ wisc.edu
Larry Love, doctoral student in the Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison, llove @ wisc.edu
Abstract. By using Black American Sign Language (ASL) as a vessel, Johnson and Love seek to reimagine inclusive literacy practices that recognize multiple literacies and dismantle power relations by asking whose cultural literacies have been deemed more and less valuable through literacy practices.
A.J. Dahl, cross-categorical special education teacher currently residing in Madison, received his general masters in special education from the University of Wisconsin-Madison and eagerly returned to the field to teach where he is striving to make a difference on the daily.
Abstract. Dahl argues that instructors can authentically immerse themselves in hip-hop pedagogies and improve the educational outcomes for students who have been previously marginalized.
Jessica McQueston, doctoral student in Special Education, University of Wisconsin-Madison, mcqueston @ wisc.edu
Abstract. McQueston illustrates how peer-mediated strategies were used with the Special Olympics “Young Athletes” program. These modifications allowed teachers to implement this program more readily, thereby promoting the inclusion of students with disabilities. Using pillars of collaborative strategic reading, all group members can contribute to the success of the group, thus disrupting the idea that students with disabilities can receive only help.
Katie McCabe, doctoral candidate in Special Education, University of Wisconsin-Madison, kmccabe4 @ wisc.edu
Abstract. McCabe advises educators to provide rural school students with a reading and writing curriculum highlighting rural diversity and dissolving rural stereotypes in order to increase inclusivity in their communities.
Taucia Gonzalez, Assistant Professor, School of Education, Rehabilitation Psychology & Special Education, Taucia.Gonzalez @ wisc.edu
Abstract. This work is the result of a group of University of Wisconsin-Madison graduate students fiercely committed to creating more inclusive schools for historically marginalized youth by advancing understandings of the intersection of ability and cultural differences through the Wisconsin Idea.
Elsie Olan, Assistant Professor and Secondary English Language Arts Coordinator – College of Education and Human Performance, University of Central Florida, elsie.olan @ ucf.edu
Kia Richmond, Professor and Director of English Education, English Department, Northern Michigan University, krichmon @ nmu.edu
Abstract. Olan and Richmond present preservice English teachers’ stories about having little experience with canonical texts they are asked to teach in their field experiences.
Amanda Stearns-Pfeiffer, English Department, Oakland University, Rochester, Michigan, firstname.lastname@example.org
Abstract. This article describes a yearlong investigation of how explicit, focused instruction in facilitating classroom discussion, combined with approximations of (and peer/instructor feedback on) this practice, impact the way(s) preservice English teachers learn to discuss literature with secondary students.