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Practitioner-Research: A Core Value of the National Writing Project

A Partial Listing of Publications from the NYCWP Community

Allison, Paul. “Teachers Teaching Teachers,” live webcast, broadcast every Wednesday evening on EdTechTalk.com, a channel of the WorldBridges.net network and published as a podcast at EdTechTalk and at TeachersTeachingTeachers.org 2006 – current.

Allison, Paul. “Questioning the Spill and Making Connections,” The Learning Network, The New York Times, December 15, 2010.

Allison, Paul. “Authentic Conversations on Youth Voices,” a resource on the National Writing Project’s Digital Is website (digitalis.nwp.org). A collection of ideas, reflections, and stories about what it means to teach writing in our digital, interconnected world. October 16, 2010.

Allison, Paul. “Be a Blogger,” Chapter 5 in Teaching the New Writing: Technology, Change and Assessment in the 21st Century Classroom. Anne Herrington, Kevin Hodgson, and Charles Moran, eds. (Teachers College Press, May 2009)

Allison, Paul. “Taking Responsibility for Our Work: Roundtables at University Heights High School,” Chapter 6 of Assessing Student Learning: From Grading to Understanding, edited by David Allen. New York: Teachers College Press, July 1998.

Allison, Paul. “Senior Roundtables, University Heights High School,” New York Assessment Collection, Volume 2: High Schools, produced by the Coalition of Essential Schools, Brown University, in collaboration with the New York State Education Department, print, disk, and CD-ROM versions, 1995.

Allison, Paul. “Rethinking the Possibilities at University Heights,” Special issue of School Voices: Schools, Tests, and Inequality, edited by Monty Neill. FairTest, 1995.

Bellacero, Joe. “Veteran Teacher Takes His Victory Lap” The Voice. National Writing Project, Vol. 11, No. 2, 2006. www.nwp.org/cs/public/print/resource/2355

Bellacero, Joe, Murray, Tom. “Students Write Tabloid Tabulations in a Math Gossip Magazine” National Writing Project Website, Nov. 13, 2008. http://www.nwp.org/cs/public/print/resource/2738

Conason, Julie. Pandemic: Facing AIDS. Education Workbook and Teachers Guide. NY: Umbrage Editions, 2003.

D’Alessandro, Nick, Melanie Hammer, & Ed Osterman. “The Importance of Being Acknowledged: a Response to the NWP Mission Statement.” The Voice: Newsletter of the National Writing Project, May-June 2000.

D’Alessandro, Nick. “Things That Don’t Have to Do With English: the Hidden Agenda.” Meeting the Challenges: Stories from Today’s Classrooms. Ed. C. Tateishi. Portsmouth, NH: Heinemann, 1996.

Espinosa, C. (2010). Memory: Making and Remaking Ourselves as Teachers. In M. Himley, and  P. Carini, with C Christine, C. Espinosa, J. Fournier, “Jenny’s Story: Prospect’s Philosophy in Action. Teacher’s College Press: NY.

Espinosa, C.; Bauso, L.; Cleary, A; Traugh, C. (2008). Transforming problems into possibilities:  Seeing what’s there rather than what’s not. Scholarlypartnerships, 3 (1),43-57.

Espinosa, C. and Hudelson, S. (2007). Maestros y estudiantes como aprendices de nuevos discursos académicos. Teachers and Students as Aprentices of New Academic Discourses. Revista Mexicana de Investigación Educativa (RMIE), 12 (34), 867-894.

Espinosa, C. (2006). Finding memorable moments: Images and identities in autobiographical writing. Language Arts, 84 (2), 136-144.

Espinosa, C., Hudelson, S. Poynor, L., Haas, E. (2006).  Los maestros como artífices de su propio desarrollo profesional: Tres modelos centrados en la lecto-escritura. Teachers  crafting their own professional development: Three models centered on literacy. Lectura y Vida. 27, (2), 34-43.

Espinosa, C.; Kesson, K.; Vereline, L. (2006).  Descriptive inquiry as transformative teacher preparation.  In J. Milam, S. Springgay, K. Sloan, B. S. Carpenter (eds.)  Curriculum  for a Progressive, Provocative, Poetic + Public Pedagogy., Oxford, Ohio 2005. Troy, NY: Educators International Press.

Espinosa, C. and Fournier J. (1999).  Stepping Stones: Literature in the classroom. In Judith Wells Lindfors and Jane S. Townsend (Eds.) Teaching Language Arts through Dialogue (pp. 84-100). IL: National Council of Teachers of English.

Espinosa, C. and Moore, K. (1999).  Understanding and transforming the meaning of our  lives through  poetry,  biographies,  and songs.  In C. Edelsky (Ed.), Making Justice our Project (pp. 37-54). Urbana, IL: National Council of Teachers of English. (Reprinted in: Trends and Issues in Elementary Language Arts – 2000 Edition. National Council of Teachers of English.)

Espinosa, C. and Fournier, J. (1998)  Tierra Fértil:  Making the soil rich for young children in Spanish.  In R. Constantino (ed.), Literacy, Access, and Libraries among the Language  Minority Population  (pp.175-192). London:  The Scarecrow Press, Inc.

Espinosa C., Moore, K., & Serna, I. (1998).  Learning environments supportive of young latinos.  In M. L. Gonzales, J. Villamil Tinajero, A. H. Macías (Eds.). Educating Latino Students: A Guide to Successful Practice (pp. 107 – 138). Lancaster, PA:  Technomac Publishing Company.

Fiore, Margaret. “A Tale of Two Teachers: Who I Am, Who I Want to Be.” Looking Both Ways Teacher-Research Collection. Ed. P. Miller. NY: The City University of New York, 2002.

George, Felicia & Karen Griswold, eds. Annotated Bibliography in Adolescent and Adult Literacy. NY: Institute for Literacy Studies, 2001.

Gordon, E., McKibbin, K., Vasudevan, L., & Vinz, R. Writing out of the unexpected: Narrative inquiry and the weight of small moments.English Education. 39(4), 326-351. (2007).

Gordon, Erick. Raising the bar for classroom publication: Building a student press initiative. English Journal. 96(3), 63-67. (2007).

Gordon, Erick. Speaking writing: Publishing oral histories with incarcerated students. Teachers and Writers Magazine. 37(5), 12-17. (2006).

Gordon, Erick. A growing sense of audience: The power of curriculum-based publication. Teachers and Writers Magazine. 37(2), 3-9. (2005).

Gordon, Erick. Getting fired up! English Journal. 96(3), 74-79. (2004).

Gulla, Amanda. “Poetic Moments in the Classroom: Using Poetry as a Tool for Teacher Research.” Teacher Inquiry: Living the Research in Everyday Practice. Eds. A. Clark & G. Ericksen. London & NY: Routledge Falmer, 2003.

Jack-Vilmar, Lona. “Review of On Discourse Analysis in Classrooms: Approaches to Language and Literacy Research: Teachers College Press” in Teacher Inquiry Communities Network Resources, National Writing Project, www.nwp.org/cs/public/print/resource/3417. December, 2010.

Mintz, Nancy. Collaborative Conversations for Literacy: Professional Development in a Middle School Classroom. Ed. C. Traugh. NY: Institute for Literacy Studies, 2000.

Mintz, Nancy. “Developing Collaborative Relationships in a School Setting: Taking an Inquiry Stance in Professional Development.” On-Site Consulting: New York City Writing Project: Models of Inservice/National Writing Project at Work, Vol. 1 No. 2, 2002.

Mintz, Nancy. “Questions as Places for Further Inquiry: a Response,” in Point of View: Newsletter of the Long Island University Center for Urban Education, Vol.1, Issue 2, 2002.

Osterman, Ed. Literature For My Classroom: What’s Out There? An Annotated Bibliography of Fiction and Nonfiction, compiled by teachers in the NYC Writing Project Advanced Summer Institutes. NY: Institute for Literacy Studies, 2000.

Osterman, Ed. “Literature for My Classroom: What’s Out There.” The Voice: Newsletter of the National Writing Project, November-December 2000.

Osterman, Ed. “On Being Thankful for Fridays,” New York City Writing Project Newsletter, Spring 2005

Osterman, Ed. “Remembering Alex McLeod.” E-Voice: Newsletter of the National Writing, November-December, 2007.

Osterman. Ed. Supporting On-Site Teacher-Consultants: New York City Writing Project’s Community of Learners. National Writing Project at Work Monograph. Continuity Series.2008.

Osterman, Ed. “Talking Through Technology.” The Voice: Newsletter of the National Writing Project, November-December 2000.

Perl, Sondra. On Austrian Soil: Teaching Those I Was Taught to Hate. Albany, NY: SUNY Press, 2005.

Perl, Sondra. Felt Sense: Writing with the Body. Portsmouth, NH: Heinemann, 2004. Perl, Sondra. “Writing the Holocaust: The Transformative Power of Response Journals.”Teaching the Representation of the Holocaust. Eds. I. Kacandes and M. Hirsch. NY: MLA, 2004.

Perl, Sondra. “Dear Peter: A Collage in Several Voices.” Writing with Elbow. Eds. P. Belanoff, M. Dickson, S. Fontaine, and C. Moran. Logan, UT: Utah State University Press, 2002, 253-267.

Perl, Sondra. “Early Work on Composing: Lessons and Illuminations.” Perspectives on Writing: Theory, Research, Practice. Eds. B. Boehm, D. Journet and M. Rosner. Stamford, CT: Ablex, 1999, 83-98.

Perl, Sondra. “What We Learned.” Looking Both Ways: High School and College Teachers Talk about Language and Learning. Ed. G. Otte. NY: CUNY Office of Academic Affairs, 1999, 96-101.

Perl, Sondra. “Facing the Other: The Emergence of Ethics and Selfhood in a Cross-Cultural Writing Classroom.” Narration as Knowledge: Tales of the Teaching Life. Ed. J.Trimmer. Portsmouth, NH: Boynton/Cook, 1997, 173-190.

Perl, Sondra. “Composing Texts, Composing Lives.” Harvard Educational Review, 64, Winter 1994, 427-449.

Perl, Sondra, ed. Landmark Essays on Writing Process. Mahwah, NJ: Lawrence Erlbaum, 1994.

Perl, Sondra. “A Writer’s Way of Knowing: Guidelines for Composing.” Presence of Mind: Writing and the Domain Beyond the Cognitive. Eds. A. Brand and R. Graves. Portsmouth, NH: Boynton/Cook, 1994, 77-87.

Perl, Sondra (with Nancy Wilson). Through Teachers’ Eyes: Portraits of Writing Teachers at Work. Portsmouth, NH: Heinemann, 1986, 1998.

Perl, Sondra. “Understanding Composing.” College Composition and Communication, December 1980, 363-369.

Perl, Sondra. “The Composing Processes of Unskilled College Writers.” Research in the Teaching of English. December 1979, 317-336.

Schulten, Katherine. Film in the Literature Classroom: A Teacher’s Guide for Public Television. Boston: WGBH, 2003.

Schulten, Katherine, ed. Literacy Puzzles and Games. New York: Scholastic, Inc., 2004.

Schulten, Katherine. Teacher to Teacher: Ideas that Work from the New York City Writing Project. NY: Institute for Literacy Studies, 2004.

Schulten, Katherine. The Road from Coorain, and The Hound of the Baskervilles, teachers guides for public TV station WGBH, 2002.

Stein, Alan. “The Use of Protocols in Helping to Shape Community.” Facilitating Collaboration: Issues in High School/College Professional Development. Eds. B. August & M. Wolfe. NY: The City University of New York, 2004.

Stein, Alan. “Whole-School Reform: A Collaboration Between a Teacher-Consultant and a Principal.”On-Site Consulting: New York City Writing Project: Models of Inservice/National Writing Project at Work, Vol. 1 No. 2, 2002.

Wilson, Nancy. A Professional Community at Work: The New York City Writing Project at Theodore Roosevelt High School. NY: Institute for Literacy Studies, 2000.

Wolfe, Marcie. “Seeing the Future in the Past: A Review of Politics, Language, & Culture: A Cultural Look at School Reform by Joseph Check.” Quarterly of the National Writing Project, Vol. 26, No. 3 (2004).

Wolfe, Marcie and Bonne August, eds. Facilitating Collaboration: Issues in High School/College Professional Development. NY: The City University of New York, 2004.

Wolfe, Marcie and Bonne August. “Introduction” and “Consenting to be Peers.” Facilitating Collaboration: Issues in High School/College Professional Development. Eds. B. August & M. Wolfe. NY: The City University of New York, 2004.

Wolfe, Marcie and Nancy Mintz. “The New York City Writing Project: The Neglected ‘R‘.” Education Update, October 2003.

Wolfe, Marcie. “Introduction.” On-Site Consulting: New York City Writing Project: Models of Inservice/National Writing Project at Work, Vol. 1 No. 2, 2002.

Wolfe, Marcie. “Our Approach to Faculty Development.” Looking Both Ways: High School and College Teachers Talk About Language And Literacy. Eds.G. Otte & C. Whithaus. NY: The City University of New York, 1999.

Wolfe, Marcie. “Writing Projects and School Reform: a Local Perspective.” Quarterly of the National Writing Project, Vol. 20 (1998).

Wolfe, Marcie. “Exchanging Writing, Exchanging Cultures.” Quarterly of the National Writing Project, Vol. 17 ( 1995).

Wolfe, Marcie and Susan L. Lytle. Adult Literacy Education: Program Evaluation and Learner Assessment. Columbus, OH: ERIC Clearinghouse on Adult, Career and Vocational Education, 1989.

Wolfe, Marcie and Jessica Yood, eds. (with R. Ihara, T. Radford, & T. Schmidt). Teaching with Writing: Documenting a Semester of Inquiry, an edited collection of faculty snapshots. Knowledge Media Laboratory of the Carnegie Foundation for the Advancement of Teaching, August 2008. http://www.cfkeep.org/html/stitch.php?s=95382800321451

Wooters, Patsy. “New York City Writing Project Comes to Columbus HS.” The Reflective Teacher, Vol. 1, No. 3 (2002).

Wooters, Patsy. “From the New York City Writing Project, a Seminar in Writing Theory.” The Reflective Teacher, Vol. 1, No. 6 (2003).

Wooters, Patsy. “Teaching and Writing: One Teacher’s I-Search.” New York City Writing Project Journal, Vol. 23, No. 1 (2004).

Wooters, Patsy, Bill Manolios, & Christine Rowland. “From Study Groups to a School-wide Initiative.” United Federation of Teachers Special Edition, Vol. 16 (2004).

New York City Writing Project Newsletter, published three times a year, 1984-present.

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