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In this article, the author emphasizes the use of metaphors by teachers to promote creative writing and emotional responses from students. He discusses the impact of using metaphors on the development of academic literacy experiences as an important part of empowerment in students. He embraces the potential of metaphors in literary practices of school and recommends metaphoric brainstorming activity for students.

The article presents the author's views on encouraging students to believe in their academic ability and maintain high expectations while being a demander. It emphasizes highlighting and reinforcing students' the performance, which reflects in teacher's ideologies, preconceived notions, and approach to all students in the classroom. It includes making curriculum and assessements while keeping them in mind. The teacher should build and sustain relationships with students throughout the year.

The article offers study with preservice teachers and youth in a juvenile detention center to pilot a curriculum focused on critical engagement with online text. Topics include that educational thinkers have tried to remediate youth's academic abilities by developing interventions, such as corrective reading programs, to narrow the deficit gap; and concludes that it is important to note that while they are in the detention center, students do not have access to the Internet or social media.

The article offers information on critical race theory used as a way to outline how policies relating to academic tracking and canonical texts uphold White supremacy in schools, specifically in English language arts classrooms. Topics include considered that Academic tracking and canonical curriculum work in tandem to uphold Whiteness and maintain racial hierarchies.

The article discusses the literacy studies in 1990s regarding the experience of two immigrants who were writing, reading and moving across the boundary. Topics mention including problems facing the literacy studies, autonomous theories and understanding the mobility which implicates literacy in a larger structure.

The article discusses the essentials of literacy. Topics mention including cognitive study regarding prospective brain shows the use of the same retrospective areas of the brain in remembering experiences, functions of the collective memory and preparing the students in defending prospective courses.

The authors describe how self-directed learning allows students to design their own research projects and rubrics, differentiated for their cognitive readiness, learning preferences, interests, and affect. [ABSTRACT FROM AUTHOR]

Sara's story reports the effects of an experimental intervention applying knowledge-building principles for learning, as well as the unanticipated improvement of literacy skills of students with IEPs. [ABSTRACT FROM AUTHOR]

In this article, the authors challenge myths about honors classes in an effort to deliver "effective instruction" to all students, notably students in need of special education services, in a co-taught English class. [ABSTRACT FROM AUTHOR]

The article discusses the publication of "Portfolio Cultures: Literate Cultures" wherein the principals and the teachers translate the call for the students for their mastery into a project-based learning extension of school days and years and portfolio assessment, outlining the standards which the schools should meet and making a significant difference towards the middle school years.

The article discusses factors that connects athletic and academic performance. Topics discussed include the connection between physical and mental performance, the ways to develop students' mental skills in athletic performances, and the definition of performance as a metacognitive action that requires mental and physical efforts.

The article describes how students, who resettled due to their refugee status, created an interactive digital story, that allows readers to make decisions about plot divergences in the narrative. Topics discussed include project background, digital storytelling as an appropriate strategy for literacy enhancement of refugee students as it allows them to show academic strengths, and progress made by the students despite the assigned task not being in their home language.

The article focuses on how English Language Learners (ELLs) perceived and resisted in school and approaches made by a group of ELLs who engaged in public protest to voice their concerns about media representation, academic tracking, and institutional marginalization. It further discusses critical race theory, deficit discourse and educational equity focusing on ELLs at the secondary level.

The article offers tips on how to use a grading contract or portfolio approach to assess the writing of novice writers in introductory composition classes. Topics discussed include novel strategies for writing assessment, motivating factors in student writing, and writing proficiency in public schools. Also mentioned the disparity in academic preparedness and level of writing skills among students.

The article presents a case study of the authors' process of curricular innovation, assessment and redesign. It offers two iterations of the first-year composition (FYC) courses in 2009 to encourage colleagues seeking to implement 21st century literacies into their own FYC courses. It thoroughly analyzes the National Council of Teachers of English's (NCTE's) "The NCTE Definition of 21st Century Literacies" (21CL) publication.

The author comments on the "Framework for Success in Postsecondary Writing" document in the U.S. She agrees with the document's promotion of the importance of the habits of mind for teachers to provide honest assessment on the capabilities of the students whom they had close observation and encounter regarding their performances in school. The author approves the document's emphasis on developing habits of mind in students as major goal of education.

The article describes the author's experience of encouraging teachers and students to use the critical scientific literacy approach to analyze texts. It states that the author provided an example of a set of picture captions. It notes that the author asked students variety of questions during stage of analysis. It mentions that the author relates literacy to the teaching discipline.

The article discusses how data drive education, and how data are used to determine the students' achievement data and teachers' performance data. Topics covered include the highlights of the research study conducted by nineteenth-century scientist Samuel Morton to study the skulls of different races using mustard seeds, the use of data in providing insights, and how educational data are considered an abstraction for identifying something about human experience and observation.