Monday, January 22, 2018

Graduate Students, Teacher Training, Teaching Assistants


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Anson, Chris M.  “Portfolios for Teachers:  Writing Our Way to Reflective Practice.”  New Directions in Portfolio Assessment:  Reflective Practice, Critical Theory, and Large-Scale Scoring.  Ed. Laurel Black, et al. Portsmouth, NYH:  Boynton/Cook, 1994.  185-200.

Anson, Chris M., David A. Jolliffe, and Nancy Shapiro.  “Stories to Teach By:  Using Narrative Cases in TA and Faculty Development.”  WPA:  Writing Program Administration 19.1-2 (Fall/Winter 1995):  24-37.

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Bamberg, Betty.  “Creating a Culture of Reflective Practice:  A Program for Continuing TA Preparation after the Practicum.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  147-158.

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Bender, Gita Das.  “Orientation and Mentoring: Collaborative Practices in Teacher Preparation.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  233-241.

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Brobbel, Amanda, Matt Hinojosa, Carol Nowotny-Young, Susan Penfield, D. R. Ransdell, Michael Robinson, Denise Scagliotta, Erec Toso, and Tilly Warnock.  “GAT Training in Collaborative Teaching at the University of Arizona.”  The Writing Program Administrator’s Handbook: A Guide to Reflective Institutional Change and Practice.  Ed. Stuart C. Brown, Theresa Enos, and Catherine Chaput.  Lawrence Erlbaum, 2002.

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Brown, Johanna Atwood.  “The Peer Who Isn’t a Peer:  Authority and the Graduate Student Administrator.”  Kitchen Cooks, Plate Twirlers and Troubadours: Writing Program Administrators Tell Their Stories. Ed. Diana George. Portsmouth, NH: Boynton/Cook, 1999.  120-126.

Brown, Stuart, Rebecca Jackson, and Theresa Enos.  “The Arrival of Rhetoric in the Twenty-First Century:  The 1999 Survey of Doctoral Programs in Rhetoric.”  Rhetoric Review 18.2 (Spring 2000):  233-243.

Brown, Stuart, Monica F. Torres, Theresa Enos, and Erik Juergensmeyer.  “Mapping a Landscape:  The 2004 Survey of MA Programs in Rhetoric and Composition Studies.”  Rhetoric Review 24.1 (2005):  5-13.

Buell, Lawrence.  “Emersonian Anti-Mentoring:  From Thoreau to Dickenson and Beyond.”  Michigan Quarterly Review (Summer 2002).

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Burnham, Chris, and Rebecca Jackson.  “Experience and Reflection in Multiple Contexts:  Preparing TAs for the Artistry of Professional Practice.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  159-170.

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Collins, Judy.  “An Experienced TA’s Reflections on the TA Experience.”  Strategies for Teaching First-Year Composition.  Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL:  NCTE, 2002.  34-37.

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Coulter, Lauren Sewell.  “Lean, Mean Grading Machines?  A Bourdieuian Reading of Novice Instructors in a Portfolio-Based Writing Program.”  WPA:  Writing Program Administration 23.3 (Spring 2000):  33-50.

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Dufflemeyer, Barb Blakely. “Not Just Showing Up to Class: New TAs, Critical Composition Pedagogy, and Multiliteracies.” WPA: Writing Program Administration 28.3 (Spring 2005): 31-56.

Ebest, Sally Barr.  Changing the Way We Teach:  Writing and Resistance in the Training of Teaching Assistants.

Ebest, Sally Barr.  “Mentoring:  Past, Present, and Future.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  211-221.

Ebest, Sally Barr.  “The Next Generation of WPAs.”  WPA: Writing Program Administration 22.3 (1999):  65-84.

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Farris, Christine.  “Too Cool for School?  Composition as Cultural Studies and Reflective Practice.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  97-107.

Flanigan, Michael C.  “From Discomfort, Isolation, and Fear to Comfort, Community, and Confidence:  Using Reflection, Role-Playing, and Classroom Observation to Prepare New Teachers of College Writing.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  242-253.

Folsom, Ed.  “Degrees of Success, Degrees of Failure:  The Changing Dynamics of the English PhD and Small-College Careers.”  ADE Bulletin 126 (Fall 2000):  7-11.

Garcia, Angela. CombiningProfessionalDevelopmentwithAcademicLearninginGraduateSeminars.” Radical Pedagogy 8.2 (2006).

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Giroux, Henry A., and P. McLaren.  “Teacher Education and the Politics of Engagement.”  Harvard Educaional Review 56.3 (1986):  213-38.

Goleman, Judith.  “Educating Literacy Instructors:  Practice versus Expression.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  86-96.

Good, Tina Lavonne, and Leanne B. Warshauer.  In Our Own Voice:  Graduate Students Teach Writing.  Boston:  Allyn & Bacon, 2000.

Gottschalk, Katherine K.  “Preparing Graduate Students across the Curriculum to Teach Writing.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  135-146.

Graff, Gerald, and Andrew Hoberek.  “Hiding It from the Kids (With Apologies to Simon and Garfunkel).” College English 62.2 (November 1999):  242-254.

Haring-Smith, Tori.  “The Importance of Theory in the Training of Teaching Assistants.”  ADE Bulletin 82 (1985): 33-9.

Harris, Muriel.  “‘What Would You Like to Work on Today?’  The Writing Center as a Site for Teacher Training.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  194-210.

Hult, Christine, and Lynn Meeks.  “Preparing College Teachers of Writing to Teach in a Web-Based Classroom:  History, Theoretical Base, Web Base, and Current Practices.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  184-193.

Ianetta, Melissa, Michael McCamley, and Catherine Quick. “Taking Stock: Surveying the Relationship of the Writing Center and TA Training.” WPA: Writing Program Administration 31.1/2 (Fall/Winter 2007): 104-123.

Jacobs, Dale, and Kate Ronald. “Coming to Composition: A Collaborative Metanarrative of Conversion and Subversion.” Composition Studies 28.1 (Spring 2000): 59-77.

Jukuri, Stephen Davenport, and W.J. Williamson.  “How to Be a Wishy-Washy Graduate Student WPA, or Undefined but Overdetermined:  The Positioning of Graduate Student WPAs.”  Kitchen Cooks, Plate Twirlers and Troubadours: Writing Program Administrators Tell Their Stories. Ed. Diana George. Portsmouth, NH: Boynton/Cook, 1999.  105-119.

Jukuri, Stephen D.  “Private Classrooms Made Public:  Writing Program Administration and the Development of a Community of Scholar-Teacher Colleagues.”  Rhetoric Review 21.1 (2002):  70-79.

Kamler, B., and P. Thomson. Helping Doctoral Students Write: Pedagogies for Supervision. Routledge, 2006.

Latterell, Catherine G.  “Training the Workforce:  An Overview of GTA Education Curricula.”  WPA:  Writing Program Administration 19.3 (Spring 1996):  7-23.

Liggett, Sarah.  “Evolution of a Teaching Notebook:  Contents, Purposes, and Assessment.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  303-314.

Leverenz, Carrie Shively.  “Graduate Students in the Writing Center:  Confronting the Cult of (Non)Expertise.”  The Politics of Writing Centers.  Eds. Jane Nelson and Kathy Evertz.  Portsmouth, NH:  Boynton/Cook, 2001.  50-61.

Leverenz, Carrie Shively, and Amy Goodburn.  “Professionalizing TA Training:  Commitment to Teaching or Rhetorical Response to Market Crisis?  WPA:  Writing Program Administration 22.1-2 (Fall/Winter 1998):  9-32.

Lindgren, Margaret.  “The Teaching Portfolio:  Practicing What We Teach.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  292-302.

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Martin, Wanda, and Charles Paine.  “Mentors, Models, and Agents of Change:  Veteran TAs Preparing Teachers of Writing.”  Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs.  Ed. Betty Pytlik and Sarah Liggett.  Oxford UP, 2002.  222-232.

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