The editors introduce the articles in this issue and reflect on their editorship.

The editors introduce the four research articles in the issue.

Preview this article: Editors' Introduction: Continuity and Innovation in Literacy Research, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/47/2/researchintheteachingofenglish21823-1.gif

Preview this article: Editors' Introduction: Literate Practices Are Situated, Mediated, Multisemiotic, and Embodied, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/47/1/researchintheteachingofenglish20669-1.gif

Preview this article: Editors’ Introduction, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/46/4/researchintheteachingofenglish19760-1.gif

The editors introduce this issue of RTE.

This issue coincides with the Annual Convention of the National Council of Teachers of English, whose theme, “Reading the Past, Writing the Future,” celebrates NCTE’s 100th anniversary as the Anglophone world’s largest and oldest organization dedicated to the improvement of the teaching of English. The expansion of publications under the NCTE imprint from a single publication, (The) English Journal, beginning in 1912, to twelve peer-reviewed journals today focusing on issues and topics from early childhood to university-level English and from theory and research to policy and practice stands as a testament to NCTE’s longstanding commitment to empirical inquiry. We realized, in other words, that we needed to find a way to celebrate the tradition of research in all of NCTE’s journals published throughout its history.

Preview this article: Editors' Introduction: On the Complexities of Writing and Writing Research, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/46/1/researchintheteachingofenglish17147-1.gif

Preview this article: Editors' Introduction: Generalizability or a Thousand Points of Light? The Promises and Dilemmas of Qualitative Literacy Research, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/45/4/researchintheteachingofenglish15252-1.gif

Preview this article: Editors' Introduction: Representations of Diverse Populations, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/45/1/researchintheteachingofenglish11645-1.gif

Preview this article: Editors' Introduction: Researching across the Current, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/44/4/researchintheteachingofenglish10847-1.gif

Preview this article: Editors Introduction;Countering Theoretical and Curricular Narratives, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/44/3/researchintheteachingofenglish9835-1.gif

At universities, scholars in English studies manage what Gieryn (1999) called disciplinary boundary work (the rhetorical making and policing of boundaries that construct the discipline and its institutional formations as different from other disciplines and social formations) through categorical contrasts, including: literary criticism vs. writing studies/rhetoric; scholarship vs. creative writing; quantitative vs. qualitative research; university vs. K–12 schooling; university vs. workplace; and, of course, that most basic border of disciplinarity”disciplinary knowledge vs. everyday belief and culture. The two research reports in this issue of RTE both address college-level work in the field and both highlight interesting ways in which current theoretical and methodological developments are putting pressure on disciplinary boundaries in English studies.

Preview this article: Editors' Introduction: Voice, Space, and Activity in English Teaching and Learning, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/44/1/researchintheteachingofenglish7242-1.gif

The editors introduce the three research studies and the Standpoints essay in this issue, all of which deal with the relations between digital technology and the development of adolescent literacy.

Preview this article: Editors' Introduction: Tales of Transformation, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/43/2/researchintheteachingofenglish6773-1.gif

We look forward to building on and expanding the role of RTE in shaping and disseminating research on writing, reading, literacy, literary response, and literature education.

Preview this article: Theories of Failure and the Failure of Theories: A Cognitive/Sociocultural/Macrostructural Study of Eight Struggling Students [FREE ACCESS], Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/40/1/researchintheteachingofenglish4488-1.gif

In this archaeological investigation of the work of Louise Rosenblatt, we read and highlighted all text-level differences between the 1st (1938) and 5th (1995) editions of Literature as Exploration. We categorized each type of revision, traced a sample of each to the edition in which the change was made, and then extended our analysis to 70 passages.