An article by Dr. Judith Langer, "A
Response-Based Approach to Reading Literature". Here, Dr.
Langer offers guidelines for instruction and a framework for
teaching strategies that support an envisionment-building classroom.
Dr. Judith Langer's article "Discussion
as Exploration: Literature and the Horizon of Possibilities."
This article explores how the teacher can frame discussion and
move along students' critical thinking and exploration of a
horizon of possibilities in envisionment building.
Doralyn R. Roberts and Judith Langer's report "Supporting
the Process of Literary Understanding: Analysis of a Classroom
Discussion." Roberts and Langer analyze a classroom literature
discussion where students are immersed in their own text interpretations.
and Doing Literature: An 8-Year Study," by Judith Langer.
This report is a concise summary of Langer's research and classroom
Did We Get Here: Seventh-Graders Sharing Literature," an
article by Elizabeth Close which describes how she and her seventh
grade students arrived at new perspectives on literature and
literature instruction as they began building envisionments.
For some insight into the way envisionment building has affected
the teachers who participated in Dr. Langer's research, you
might want to review this article: "Envisioning
Literature-In the Classroom and Out" by Elizabeth Close.
link for additional reports and articles on envisionment
on English Learning & Achievement (CELA)
The Center on English Learning & Achievement's site is rich
with reports on their current research on topics such as envisionment
building and ways to support it in your classroom. Use their
search feature to uncover
the basics of Dr. Langer's work. Some terms you can use
for your searches include "envisionment" and "Langer." You might
also want to look at the links
this site suggests to find other resources.
Many of CELA's publications are also available at this site.
For example, "Guidelines
for Teaching Middle and High School Students to Read and Write
Well: Six Features of Effective Instruction," is an especially
pertinent article which was rated as one of Middle Web's "Top
Twenty Articles for Folks Interested in School Reform and the
Middle Grades" in 2000.
The article "How
English is Taught and Learned in Four Exemplary Middle and High
School Classrooms," by Steven Ostrowski. The researcher
examined several classrooms, noting how instructional practices
in the classroom assist students in higher levels of achievement.
Conversations to Provide Coherence in High School Literature
Curricula," by Arthur Applebee. This article explains the
nature of conversation in the literature classroom and how it
impacts students' classroom experiences.
More resources related to the "teacher as a reflective practitioner"
for activities conducted in the Going Further portion of this
workshop session (see print guide for details):
and a reflection cycle diagram, visit this site hosted by
the North Carolina Department of Public Instruction. It targets
pre-service teachers, as they begin to strive towards becoming
master teachers. Even so, the information is relevant to any
teacher, at any point in their career.
For information regarding the
teacher as a professional from the National Board for Professional
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