SCET Journal 2020

Reconsidering

Our Practice

References Braddock, R., Lloyd-Jones, R., and Schoer, L. (1963). Research in written composition . Chapaign, IL: National Council of Teachers of English. Gschwend, L., and Moir, E. (2007). Growing together: New and veteran teachers support each other through practices that target the needs of high school educators. The Learning Professional , 28 (4), 20.

action research on preservice and experienced teacher partners in professional development schools. Journal of Teacher Education , 54 (2), 135-149. Myhill, D., & Watson, A. (2014). The role of grammar in the writing curriculum: A review of the literature. Child Language Teaching and Therapy , 30 (1), 41-62. Urbanski, C.D. (2005). Using the workshop approach in the high school English classroom: Modeling effective writing, reading, and thinking strategies for student success . Corwin. Winkler, A. (2002). Division in the ranks: Standardized testing draws lines between new and veteran teachers. Phi Delta Kappan , 84 (3), 219-225. Zuckerman, J.T. (2001). Veteran teacher transformations in a collaborative mentoring relationship. American Secondary Education , 18-29.

Halpern, J. (1997). A war that never ends. The Atlantic, 279 (3), 19-22 .

Kamler, B. (1995) . The grammar wars or what do teachers need to know about grammar? English in Australia, 114, 3-15 .

Lee, S.E. (2018). Mentoring new English writing teachers: Advice from experienced teachers. English Teaching , 73 (2).

Levin, B.B., and Rock, T.C. (2003). The effects of collaborative

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Dr. Victoria Oglan is a clinical associate professor in secondary English education at the University of South Carolina. She is past co-director of the Mid- lands Writing Project and current director of the USC Accreditation Team for the South Carolina Indepen- dent School Association. She consults and con- ducts presentations on K-12 classroom topics. Her research interests include: adolescent/disciplinary literacy, high school reading/writing workshop, and classroom assessment.

Caitlin Ramussen is a full-time high school English teacher as well as a Ph.D. student in the Teaching and Learning program at the University of South Car- olina. Her primary research interests are literacy and international experiences among adolescents.

2018/2019

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