Issues

Special Issue: Teacher agency. Guest Editors: James S. Chisholm, Jennifer Alford

Guest editorial

James S. Chisholm; Jennifer Alford
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Teacher agency in English language arts teaching: a scoping review of the literature

James S. Chisholm; Jennifer Alford; Leah M. Halliday; Fannie M. Cox
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Adaptive agency: Some surviving and some thriving in the ‘interesting times' of English teaching

Andrew Cecil Goodwyn
View articletitled, Adaptive agency<span class="subtitle-colon">: </span><span class="subtitle">Some surviving and some thriving in the ‘interesting times' of English teaching</span>
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Polic(y)ing time and curriculum: how teachers critically negotiate restrictive policies

Christy Wessel-Powell; Beth Anne Buchholz; Cassie J. Brownell
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Expanding repertoires of resistance: Teachers cultivating critical English language arts pedagogies through collaborative narrative inquiry

Kara Michelle Taylor; Evan M. Taylor; Paul Hartman; Rebecca Woodard; Andrea Vaughan; Rick Coppola; Daniel J. Rocha; Emily Machado
View articletitled, Expanding repertoires of resistance<span class="subtitle-colon">: </span><span class="subtitle">Teachers cultivating critical English language arts pedagogies through collaborative narrative inquiry</span>
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Rights, duties and spaces of agency amidst high-stakes testing: Narrative positioning as resource for teacher agency

Laura A. Taylor
View articletitled, Rights, duties and spaces of agency amidst high-stakes testing<span class="subtitle-colon">: </span><span class="subtitle">Narrative positioning as resource for teacher agency</span>
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Promoting teachers’ agency and creative teaching through research

Anne Cloonan; Kirsten Hutchison; Louise Paatsch
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Conditions that mediate teacher agency during assessment reform

Jill Willis; Kelli McGraw; Linda Graham
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Agency as the achievement of reform ownership: A case study of two middle school teachers’ participation in the Pathway Project

Lauren Godfrey; Carol Booth Olson
View articletitled, Agency as the achievement of reform ownership<span class="subtitle-colon">: </span><span class="subtitle">A case study of two middle school teachers’ participation in the Pathway Project</span>
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Literacy educators’ practices of solidarity within an educational network

Rebecca Rogers
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