Gerald Campano, Amy Stornaiuolo, and Ebony Elizabeth Thomas
University of Pennsylvania
Christopher R. Rogers
RTE Editorial Advisory Board
H. Samy Alim, University of California, Los Angeles; Steven Alvarez, St. John’s University; Donna Alvermann, University of Georgia; Deborah Appleman, Carleton College; Maren Aukerman, University of Calgary; Richard Beach, University of Minnesota; Mollie Blackburn, The Ohio State University; David Bloome, The Ohio State University; Maneka Brooks, Texas State University; Ayanna Brown, Elmhurst College; Maria Lucia Castanheira, Federal University of Minas Gerais; Barbara Comber, University of South Australia; Catherine Compton-Lilly, University of South Carolina; Jen Scott Curwood, University of Sydney; Todd DeStigter, University of Illinois at Chicago; Ezekiel Dixon-Román, University of Pennsylvania; Elizabeth Dutro, University of Colorado Boulder; Anne Haas Dyson, University of Illinois at Urbana-Champaign; Patricia Edwards, Michigan State University; Norbert Elliot, New Jersey Institute of Technology; Patricia Enciso, The Ohio State University; María Fránquiz, University of Utah; Sarah Freedman, University of California, Berkeley; Danling Fu, University of Florida; Vivian Gadsden, University of Pennsylvania; Antero Garcia, Stanford University; Celia Genishi, Teachers College, Columbia University; María Paula Ghiso, Teachers College, Columbia University; Amanda Godley, University of Pittsburgh; Christian Z. Goering, University of Arkansas; Steve Graham, Arizona State University; Pam Grossman, University of Pennsylvania; Lee Gunderson, University of British Columbia; Kris Gutiérrez, University of California, Berkeley; Leigh Hall, University of Wyoming; Violet Harris, University of Illinois at Urbana-Champaign; Marc Lamont Hill, Temple University; Michelle Honeyford, University of Manitoba; Glynda Hull, University of California, Berkeley; Hilary Janks, University of the Witwatersrand; Stephanie Jones, University of Georgia; Mary Juzwik, Michigan State University; Eva Lam, Northwestern University; Jayne Lammers, University of Rochester; Kevin Leander, Vanderbilt University; Rebecca Lorimer Leonard, University of Massachusetts Amherst; Cynthia Lewis, University of Minnesota; Guofang Li, University of British Columbia; Alecia Magnifico, University of New Hampshire; Danny Martinez, University of California, Davis; Jonda McNair, Clemson University; Carmen Medina, Indiana University Bloomington; Nicole Mirra, Rutgers University; Ernest Morrell, University of Notre Dame; Gholnescar Muhammad, Georgia State University; Marjorie Faulstich Orellana, University of California, Los Angeles; Leigh Patel, University of Pittsburgh; Mariana Pacheco, University of Wisconsin–Madison; Faridah Pawan, Indiana University Bloomington; Mya Poe, Northeastern University; Stephanie Power-Carter, Indiana University Bloomington; Paul Prior, University of Illinois at Urbana-Champaign; Kevin Roozen, University of Central Florida; Enid Rosario-Ramos, University of Michigan; Jennifer Rowsell, Brock University; Yolanda Sealey-Ruiz, Teachers College, Columbia University; Rob Simon, University of Toronto; Allison Skerrett, University of Texas at Austin; Peter Smagorinsky, University of Georgia; Michael Smith, Temple University; Mariana Souto-Manning, Teachers College, Columbia University; Tamara Spencer, Saint Mary’s College of California; Christine Tardy, University of Arizona; Amanda Haertling Thein, University of Iowa; Guadalupe Valdés, Stanford University; Vivian Vasquez, American University; Kate Vieira, University of Wisconsin–Madison; Anne Whitney, Penn State University; Shelbie Witte, Oklahoma State University; Karen Wohlwend, Indiana University Bloomington; Rebecca Woodard, University of Illinois at Chicago
Annual Annotated Bibliographies
For many years now, RTE has been publishing an Annotated Bibliography of Research in the Teaching of English. Most recently, these bibliographies have been published annually, and they have grown larger every year. Because of their length, the bibliographies are no longer published in their entirety in the print version of the journal; the complete version is to be found only online. They are open and available to all scholars, not just RTE subscribers.