Annotated Bibliography of Research in the Teaching of English

Lisa Ortmann Gustavus Adolphus College ; Anne Crampton Western Washington University ; Erin Stutelberg Salisbury University ; Richard Beach University of Minnesota System ; Keitha-Gail Martin-Kerr University of Minnesota System ; Debra Peterson University of Minnesota System ; Anna Schick University of Minnesota System ; Bridget Kelley Western Washington University ; Charles Lambert ; Tracey Pyscher Western Washington University ; LeAnne Robinson Western Washington University ; Mikel Cole ; Kathryn Allen University of Wisconsin–Oshkosh ; Candance Doerr-Steven University of Wisconsin–Milwaukee ; Madeleine Israelson College of Saint Benedict and Saint John's University ; Robin Jocius The University of Texas at Arlington ; Tracey Murphy University of Victoria ; Stephanie Rollag Yoon College of St. Scholastica ; Andrea Gambino University of California, Los Angeles ; Jeff Share University of California, Los Angeles ; Stephanie M. Madison Clemson University ; Katherine Brodeur Bowling Green State University ; Amy Frederick University of Wisconsin–River Falls ; Anne Ittner Western Oregon University ; Megan McDonald Van Deventer Weber State University ; Ian O’Byrne College of Charleston ; Sara K. Sterner Humboldt State University ; Mark Sulzer University of Cincinnati

Abstract

Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” a list of curated and annotated works reviewed and selected by a large group of dedicated educator-scholars in our field. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year for RTE readers’ consideration. Abstracted citations and those featured in the “Other Related Research” sections were published, either in print or online, between June 2020 and June 2021. The bibliography is divided into nine sections, with some changes to the categories this year in response to the ever-evolving nature of research in the field. Small teams of scholars with diverse research interests and background experiences in preK–16 educational settings reviewed and selected the manuscripts for each section using library databases and leading scholarly journals. Each team abstracted significant contributions to the body of peer-reviewed studies that addressed the current research questions and concerns in their topic area.

Journal
Research in the Teaching of English
Published
2022-02-15
DOI
10.58680/rte202231642
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