English Teaching: Practice and Critique

Volume 9, Number 3 (December 2010): Focus: Non-themed issue


Co-editors: Terry Locke (University of Waikato, New Zealand) and Debra Myhill (Graduate School of Education, University of Exeter) and Bob Fecho (University of Georgia)

Rationale:

This is a non-themed issue of English Teaching: Practice and Critique. The Editorial Board decided on non-themed issues as a way of checking out the concerns of those working in the field of English/literacy education. The editors of this issue were  interested to hear from prospective contributors who were or exploring aspects of the domain that in their view reflect important concerns in the current moment. They were not disappointed. Articles in this issue deal with a range of topics the represent "live" concerns for researchers, teachers and teacher educators.
 

The Editorial Board expresses its gratitude to the the guest editors of this issue and also to the following (some are members of the Review Board) who have helped with the review process: Cindy O'Donnell-Allen (Colorado State University); Dawan Coombs (University of Georgia); Trevor Stewart (Appalachian State University); Victoria Hasko (University of Georgia); Soria Colomer (University of Georgia); Elizabeth Edwards (Georgia Southern University); Megan Adams (University of Georgia); Allison Hruby (University of Kentucky); Amy Wilson (University of Georgia); Ruth Harmon (University of Georgia); Emily Skinner (College of Charleston); Elizabeth Daigle (University of Georgia);

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