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As writing teacher educators in the United States, we used collaborative self-study methodology to investigate our career continuums, examining this research question: What are the critical events along writing teacher educators' journeys that support the development of scholarly expertise and enactment of writing teacher educator identities? As co-researchers, we also served as critical friends during the year-long study, which allowed us to discover our own professional growth trajectories and explore ways to continue to improve teacher preparation and inservice education. The data revealed three themes related to developing writer identities across the lifespan, exploring problems of practice within writer teacher educator learning communities, and expanding possibilities of writing teacher educator practice to broader spaces. Based on these findings, we suggest further research on writing teacher educators' career continuums and recommend strategies for professional development and support.

Many American social work education programs now offer study abroad components, which provide significant advantages to students, including cross-cultural exposure, personal and professional development, and preparation for a globalizing profession. However, multiple ethical challenges are presented when North American (often White) students interact with vulnerable populations abroad, including the use of social media. We searched for relevant institutional social media policies and found very little, except those encouraging students to post often while traveling. We offer case studies of potential model policies for both North American based universities and international-based hosting sites. Finally, we argue that study abroad programs in general, and social media policies specifically, must center the dignity, worth, and best interests of vulnerable populations.

When one college athlete's final track season is canceled due to COVID-19, he returns to his family farm to process a lost season with poetry. The author examined how a senior college athlete from the Midwest communicated the impact of COVID-19 on his final season of competition while quarantined on his family farm through envisionment building [Langer, J. A. (2015). "Envisioning Knowledge: Building Literacy in the Academic Disciplines." Teachers College Press] during poetic inquiry sessions [Faulkner, S. L. (2019). "Poetic Inquiry: Craft, Method and Practice." Routledge; Fitzpatrick, K. (2017). "Poetry, Poiesis and Physical Culture." In M. Silk, D. Andrews, & H. Thorpe (Eds.), "Routledge Handbook of Physical Cultural Studies" (pp. 515-527). Routledge; Richardson, L. (1992). The Consequences of Poetic Representation: Writing the Other, Writing the Self. In C. Ellis & M. G. Flaherty (Eds.), Investigating Subjectivity: Research on Lived Experience (pp. 125-140). Sage; Richardson, L. (2000). "Writing: A Method of Inquiry." In N. Denzin & Y. Lincoln (Eds.), "Handbook of Qualitative Research" (2nd ed., pp. 923-948). Sage; Sparkes, A., & Smith, B. (2011). Inhabiting Different Bodies over Time: Narrative and Pedagogical challenges. "Sports, Education and Society," 16(3), 357-370]. The poetry read and written during the final four weeks of the spring 2020 collegiate sports season shows the athlete moving across Judith Langer's envisionment stances with authors of sports-themed poetry as guides in revisiting memories, people, and themes of a college sports career. The findings highlight the potential benefits of reading and writing poetry as athletic identity exploration. The author encourages athletic directors, coaches, and athletes to consider using poetic inquiry as an arts-based method to support student-athletes negotiating critical events, relationships, and identity that include cognitive and affective dimensions of sport.

This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs' conversational skills to enhance reading comprehension and shifts from a teacher-centered lesson delivery to a reciprocal student-to-student approach that reflects the following "This We Believe" characteristics: Active Learning, Challenging Curriculum, and Multiple Learning Approaches. The discussion begins by framing the vital role that reading plays in promoting language development for ELLs. Then, we define conferring and outline the steps needed to implement our CELL Protocol with an emphasis on culturally responsive teaching practices.

Two teacher educators combine their expertise to present the need to allow multilingual students' full linguistic repertoires to name the harm and healing found in texts. [ABSTRACT FROM AUTHOR]

Using interpretive phenomenological analysis of oral history interviews, this study explored poetic experiences of nine US secondary English language arts teachers who participated in a month of online poetry writing during COVID-19. The manuscript explores how poetic relationality created space for these secondary English language arts teachers, mostly in rural school districts, to reflect on their realities during COVID-19. These teachers came to understand themselves not just as teachers but also as poets, an understanding that helped sustain them as they taught in digital contexts, during social distancing and school closures. [ABSTRACT FROM AUTHOR]

This phenomenological study explored five literacy academics' experiences with utilizing social media as scholarly practices and the factors that influenced their experiences over time through a participatory culture lens. The research questions investigated the experiences that contributed to their decisions to participate, in what ways, and on what platforms. Our interpretive phenomenological analysis surfaced six themes that have implications for digital scholarship and contextualized scholarly identities. In the academic tradition of the field of education, university faculty are deeply engaged in the rigorous process of conducting and publishing research in peerreviewed journals. This tradition is rooted in the foundational work of early educational theorists like John Dewey (2001/1916), who emphasized the importance of empirical research and reflective practices in education. Despite the robust tradition of peer-reviewed research in education, significant challenges remain in ensuring that these findings are accessible to the public and effectively reach practitioners. One major issue is the paywall barrier, where many peerreviewed journals require expensive subscriptions, limiting access to only those affiliated with institutions that can afford them (Tennant et al., 2016). This restriction often excludes teachers, administrators, and policymakers who could greatly benefit from current research. The peer review process can take six months to a year or more to complete with multiple rounds of revisions and editing, therefore, further delaying research to practice opportunities (Björk & Solomon, 2013). Many university academics leverage the affordances of social media (SM) as a more democratic way of connecting with lay audiences (Iloh, 2018; Waheed et al., 2021). At a time when SM transcends its initial role of personal connectivity, academics navigate the convergence of personal, professional, and public spheres within these digital and physical landscapes. Traditionally, academic scholars share findings and educational implications of their research in journals published by professional organizations or institutions of higher education and education conferences, hoping their research will reach teachers and inform new practices. However, the ways of participation in public scholarship have become diverse as more and more scholars choose to engage online through various SM. This study explores the multifaceted experiences of scholars engaging in SM, considering the evolving nature of academic participation and its impact on their identities and scholarly endeavors. [ABSTRACT FROM AUTHOR]

The article discusses the challenges faced by young adult literature (YAL) educators during the COVID-19 pandemic, including limited access to books and legislative censorship. It suggests that while some educators have innovated, there is still a need to promote youth-centered stories in English language arts curricula. it mentions the study uses NCTE English Language Arts Teacher Preparation Standards and critical friendship in teacher development to analyze YAL educator interviews.

This study of almost 600 students examines the relationship between sense of community and college dormitory architecture on the campus of a small residential liberal arts college in the Northeast. Respondents of all class years completed an online survey that included the Sense of Community Index and the Relationship dimension of the University Residence Environment Scale. Students also rated architectural characteristics about their dorms and provided background information. Results indicate significant differences in sense of community related to dormitory design, in particular a lower sense of community in dorms that are organized around clusters or suites. At the same time, these units in clusters are judged to be more positive in terms of basic architectural components, including thermal comfort, adequacy of bathrooms, and storage. Results are discussed in terms of recommendations to enhance a sense of community through design. (Contains 6 tables and 2 figures.)

This study examines how adding strength-based data to traditional data for a student with emotional and behavioral disorders (EBD) impacts multidisciplinary team (MDT) members' perceptions. The participants received either a mock Traditional Report, which included only traditional data, or a mock Combined Report, which included traditional and strength-based data. They were asked to make predictions about educational placement and short- and long-term outcomes. Report type did not have an impact on educational placement or long-term outcomes. Respondents receiving the Combined Report predicted more positive academic, social, and overall outcomes than did respondents receiving the Traditional Report. Strength-based information may improve perceptions of short-term outcomes, which may have a role in cultivating a more positive educational environment for students with EBD. (Contains 4 tables.)