Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

AACTE 62nd Annual Meeting

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Teacher Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Smagorinsky, P.
Right arrow Articles by Konopak, B.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Student Engagement in the Teaching and Learning of Grammar

A Case Study of an Early-Career Secondary School English Teacher

Peter Smagorinsky

University of Georgia, smago{at}uga.edu

Laura Wright

Newcastle, Oklahoma

Sharon Murphy Augustine

Mercer University

Cindy O’Donnell-Allen

Colorado State University

Bonnie Konopak

California Polytechnic State University, San Luis Obispo

This article reports a study of coauthor Laura Wright as she learned to teach secondary school grammar in four settings: university teacher education program, student teaching, her first job, and second job. Data for her university program came from Laura’s journals and projects from her course work. Data from student teaching and her first job included interviews and field notes from observations and interviews and self-reports by Laura of teaching conducted on other occasions. Information from her second job came from self-reports by Laura. The data were analyzed using a system that identified the pedagogical tools Laura employed and the attributions she made for learning how to use them. The data suggest that Laura sought to teach in ways that students found engaging, meaningful, enjoyable, and relevant. How she was able to make grammar instruction fit this goal varied according to the setting in which her instruction took place.

Key Words: concept development • grammar • student engagement • teacher education

Journal of Teacher Education, Vol. 58, No. 1, 76-90 (2007)
DOI: 10.1177/0022487106295727
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Teacher EducationHome page
P. Smagorinsky, C. Jakubiak, and C. Moore
Student Teaching in the Contact Zone: Learning to Teach Amid Multiple Interests in a Vocational English Class
Journal of Teacher Education, November 1, 2008; 59(5): 442 - 454.
[Abstract] [PDF]