Richard Beach
Biographic Data
| ID | 1584943 |
|---|---|
| NAME | Richard Beach |
| GIVEN NAMES | Richard |
| FAMILY NAME | Beach |
| SIGNATURE | BEACH R |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0001-6059-4590 |
| VERIFIED | Yes |
| TOTAL WORKS | 36 |
| TOTAL CITATIONS | 35 |
| WORKS AS AUTHOR | 36 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Annual Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English
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Youth Created Media on the Climate Crisis
Teachers and students use of systems thinking about their participation in school environmental clubs
This report describes a study of three English teachers' and three students' participation in two high school environment clubs. Teachers' and students' interview perceptions were analyzed based a critical inquiry systems thinking framework involving inferences of purposes, outcomes, norms, and beliefs/discourses constituting energy/transportation, agriculture/food production, and economic systems impacts on climate change. Interviews were also a…
Annotated Bibliography of Research in the Teaching of English
This bibliography includes abstracts of selected empirical research studies as well as titles of other related studies and books published between June 2013 and May 2014. Abstracts are only written for research studies that employed systematic analysis of phenomena using experimental, qualitative, ethnographic, discourse analysis, literary critical, content analysis, or linguistic analysis methods. Priority is given to research most directly rela…
Literacy Research, Systems Thinking, and Climate Change
This article posits the need for literacy research on teachers’ and students’ use of systems thinking for studying climate change. Drawing on sociocultural activity theory of learning, it perceives the need for engaging in systems thinking given the negative impacts of energy, transportation and community design, agriculture and food production, and economics and politics systems themselves on ecosystems—for example, the negative effects of fossi…
Thank You to Reviewers
Annotated Bibliography of Research in the Teaching of English
Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” a list of curated and annotated works reviewed and selected by a large group of dedicated educator-scholars in our field. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year for RTE readers’ consideration. Abstracted citations and those featured in the…
How Language Matters
This study examined 12th‐grade students’ portrayals of their use of different types of languaging actions through ethnographic writing about their participation in sports teams or peer groups and explicit prompted reflections about their languaging actions portrayed in their writing. Analysis of different types of languaging actions indicated that students were most likely to portray and reflect on actions related to building supportive relations…
Annotated Bibliography of Research in the Teaching of English
Since 2003, RTE has published the annual “Annotated Bibliography of Research in the Teaching of English,” and we are proud to share these curated and annotated citations once again. The goal of the annual bibliography is to offer a synthesis of the research published in the area of English language arts within the past year that may be of interest to RTE readers. Abstracted citations and those featured in the “Other Related Research” sections wer…
Annotated Bibliography of Research in the Teaching of English
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Annotated Bibliography of Research in the Teaching of English
Student Conceptualizations of Task, Audience, and Self in Writing College Admissions Essays
The authors examined how high school seniors conceptualized the task of writing college admissions essays, the audience for that writing, and themselves as potentially college‐worthy writers. In a survey and related interviews, students revealed more emphasis on generic good writing than on the narrative argument genre that college admissions personnel often privilege. Students who wrote to address a specific college admissions audience varied co…
Imagining a Future for the Planet Through Literature, Writing, Images, and Drama
This Commentary posits the need to analyze how the energy/transportation, agricultural/food, and economic/political systems influence climate change through responding to literary “cli‐fi” texts, place‐based writing, visual representation of the effects of climate change, and drama activities
Using Apps to Support Disciplinary Literacy and Science Learning
Apps, specialized programs used on mobile computers, can be used in innovative ways to enhance science and literacy learning. With the skilled guidance of their teachers, students can exploit app affordances for learning and acquire disciplinary literacies unique to science. This article showcases apps that help students to access information, make sense of it, and create their own products that include rich visual representations. We also descri…
Constructing Digital Learning Commons in the Literacy Classroom
Annotated Bibliography of Research in the Teaching of English
This November issue of RTE once again contains the Annual Annotated Bibliography of Research in the Teaching of English, available only here, on the NCTE website
Practices of Productive Adult Book Clubs
This article examines two adult book club members’ responses to literary texts over a 23‐month period to identify practices that contribute to productive book club participation. Members were interviewed regarding their book selection procedures, preparation for and perceptions of the discussions, and what they valued about the discussions. Discussions were analyzed in terms of book club members drawing on their knowledge and expertise to interpr…
Teaching and Learning Argumentative Reading and Writing
Acquiring argumentative reading and writing practices reflects a key component of recent curricular reforms in schools and universities throughout the United States and the world as well as a major challenge to teachers of reading and writing in K‐12 and college writing classrooms. In this review, we consider the contributions of two research perspectives, cognitive and social, that researchers have employed in the study of the teaching and learn…
Issues in Analyzing Alignment of Language Arts Common Core Standards With State Standards
This commentary on Porter, McMaken, Hwang, and Yang’s “Common Core Standards: The New U.S. Intended Curriculum,” which finds a lack of alignment between the Common Core State Standards and state standards and assessments, suggests possible reasons for the lack of alignment. It also offers possible reasons for Porter et al.’s finding of a lack of focus in the standards. It raises questions about the use of a cognitive-processing framework for cond…
Learning Argument Practices Through Online Role‐Play
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Martine Braaksma, Deborah Dillon, Jessie Dockter, Lee Galda, Lori Helman, Tanja Janssen, Karen Jorgensen, Richa Kapoor, Lauren Liang, Bic Ngo, David O’Brien, Mistilina Sato, and Cassie Scharber
Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English Richard Beach, Martha Bigelow, Martine Braaksma, Deborah Dillon, Jessie Dockter, Lee Galda, Lori Helman, Tanja Janssen, Karen Jorgensen, Julie Kalnin, Lauren Liang, Bic Ngo, David O’Brien, Mistilina Sato, and Cassandra Scharber; Richard Beach et al. reviews important research publications in the teaching of English
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Deborah Dillon, Lee Galda, Lori Helman, Julie Kalnin, Cynthia Lewis, David O’Brien and Mistilina Sato, Karen Jorgensen, Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen
The Effects of Text Structure Instruction on Middle-Grade Students' Comprehension and Production of Expository Text
Barbara M. Taylor, Richard W. Beach, The Effects of Text Structure Instruction on Middle-Grade Students' Comprehension and Production of Expository Text, Reading Research Quarterly, Vol. 19, No. 2 (Winter, 1984), pp. 134-146
Response to Literature as a Cultural Activity
The authors review the research on response to literature and on classroom implementation of reader response activities. In so doing, they explore what we have learned over the years, and how research may influence classroom practice in the future. [Note: This article is reproduced as chapter 31 of the fifth edition of Theoretical Models and Processes of Reading . www.reading.orgpublicationsbbvbooksbk502 ]
Issues in Analyzing Alignment of Language Arts Common Core Standards With State Standards
This commentary on Porter, McMaken, Hwang, and Yang’s “Common Core Standards: The New U.S. Intended Curriculum,” which finds a lack of alignment between the Common Core State Standards and state standards and assessments, suggests possible reasons for the lack of alignment. It also offers possible reasons for Porter et al.’s finding of a lack of focus in the standards. It raises questions about the use of a cognitive-processing framework for cond…
Changes in preservice teachers' perceptions of conflicts and tensions
Constructing real and text worlds in responding to literature
Constructing Contexts In constructing the meaning of these realworld contexts, people envision social situations as representative of certain types of activities (Gumperz, 1992; Tannen, 1993). They conceive of certain events-class discussions, business meetings, ceremonies, celebrations, or trips-as competitive, provincial, exotic, spiritual, or corrupt, and these conceptions then guide their behaviors and expectations in these worlds. A dinner w…
Differences between High School and University Students in their Conceptions of Literary Characters
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The Effects of Between-draft Teacher Evaluation Versus Student Self-evaluation on High School Students’ Revising of Rough Drafts
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The Effects of Text Structure Instruction on Middle-Grade Students' Comprehension and Production of Expository Text
Barbara M. Taylor, Richard W. Beach, The Effects of Text Structure Instruction on Middle-Grade Students' Comprehension and Production of Expository Text, Reading Research Quarterly, Vol. 19, No. 2 (Winter, 1984), pp. 134-146
Developmental Differences in Response to a Story
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Changes in preservice teachers' perceptions of conflicts and tensions
Constructing real and text worlds in responding to literature
Constructing Contexts In constructing the meaning of these realworld contexts, people envision social situations as representative of certain types of activities (Gumperz, 1992; Tannen, 1993). They conceive of certain events-class discussions, business meetings, ceremonies, celebrations, or trips-as competitive, provincial, exotic, spiritual, or corrupt, and these conceptions then guide their behaviors and expectations in these worlds. A dinner w…
Response to Literature as a Cultural Activity
The authors review the research on response to literature and on classroom implementation of reader response activities. In so doing, they explore what we have learned over the years, and how research may influence classroom practice in the future. [Note: This article is reproduced as chapter 31 of the fifth edition of Theoretical Models and Processes of Reading . www.reading.orgpublicationsbbvbooksbk502 ]
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Peggy DeLapp, Deborah Dillon, Lee Galda, Timothy Lensmire, Lauren Liang, David O’Brien, and Constance Walker
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Peggy DeLapp, Lee Galda, Lori Helman, Timothy Lensmire, and David O’Brien, Gert Rijlaarsdam, and Tanja Janssen
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Peggy DeLapp, Deborah Dillon, Lee Galda, Lori Helman, Julie Kalnin, Timothy Lensmire, and David Oâ€TMBrien, Karen Jorgensen, Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Deborah Dillon, Lee Galda, Lori Helman, Julie Shalhope Kalnin, Cynthia Lewis, and David O’Brien, Karen Jorgensen Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Deborah Dillon, Lee Galda, Lori Helman, Julie Kalnin, Cynthia Lewis, David O’Brien and Mistilina Sato, Karen Jorgensen, Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen
Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English Richard Beach, Martha Bigelow, Martine Braaksma, Deborah Dillon, Jessie Dockter, Lee Galda, Lori Helman, Tanja Janssen, Karen Jorgensen, Julie Kalnin, Lauren Liang, Bic Ngo, David O’Brien, Mistilina Sato, and Cassandra Scharber; Richard Beach et al. reviews important research publications in the teaching of English
Learning Argument Practices Through Online Role‐Play
Annotated Bibliography of Research in the Teaching of English
The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Martine Braaksma, Deborah Dillon, Jessie Dockter, Lee Galda, Lori Helman, Tanja Janssen, Karen Jorgensen, Richa Kapoor, Lauren Liang, Bic Ngo, David O’Brien, Mistilina Sato, and Cassie Scharber
Practices of Productive Adult Book Clubs
This article examines two adult book club members’ responses to literary texts over a 23‐month period to identify practices that contribute to productive book club participation. Members were interviewed regarding their book selection procedures, preparation for and perceptions of the discussions, and what they valued about the discussions. Discussions were analyzed in terms of book club members drawing on their knowledge and expertise to interpr…
Teaching and Learning Argumentative Reading and Writing
Acquiring argumentative reading and writing practices reflects a key component of recent curricular reforms in schools and universities throughout the United States and the world as well as a major challenge to teachers of reading and writing in K‐12 and college writing classrooms. In this review, we consider the contributions of two research perspectives, cognitive and social, that researchers have employed in the study of the teaching and learn…
Issues in Analyzing Alignment of Language Arts Common Core Standards With State Standards
This commentary on Porter, McMaken, Hwang, and Yang’s “Common Core Standards: The New U.S. Intended Curriculum,” which finds a lack of alignment between the Common Core State Standards and state standards and assessments, suggests possible reasons for the lack of alignment. It also offers possible reasons for Porter et al.’s finding of a lack of focus in the standards. It raises questions about the use of a cognitive-processing framework for cond…
Constructing Digital Learning Commons in the Literacy Classroom
Annotated Bibliography of Research in the Teaching of English
This November issue of RTE once again contains the Annual Annotated Bibliography of Research in the Teaching of English, available only here, on the NCTE website
Using Apps to Support Disciplinary Literacy and Science Learning
Apps, specialized programs used on mobile computers, can be used in innovative ways to enhance science and literacy learning. With the skilled guidance of their teachers, students can exploit app affordances for learning and acquire disciplinary literacies unique to science. This article showcases apps that help students to access information, make sense of it, and create their own products that include rich visual representations. We also descri…
Imagining a Future for the Planet Through Literature, Writing, Images, and Drama
This Commentary posits the need to analyze how the energy/transportation, agricultural/food, and economic/political systems influence climate change through responding to literary “cli‐fi” texts, place‐based writing, visual representation of the effects of climate change, and drama activities
Student Conceptualizations of Task, Audience, and Self in Writing College Admissions Essays
The authors examined how high school seniors conceptualized the task of writing college admissions essays, the audience for that writing, and themselves as potentially college‐worthy writers. In a survey and related interviews, students revealed more emphasis on generic good writing than on the narrative argument genre that college admissions personnel often privilege. Students who wrote to address a specific college admissions audience varied co…
Annotated Bibliography of Research in the Teaching of English
Annotated Bibliography of Research in the Teaching of English
Preview this article: Annotated Bibliography of Research in the Teaching of English, Page 1 of 1 /docserver/preview/fulltext/rte/54/3/researchintheteachingofenglish30525-1.gif
Psychology (27 works) · Pedagogy (21 works) · Mathematics education (20 works) · Sociology (19 works) · Computer Science (18 works) · EFL/ESL Teaching and Learning (17 works) · Linguistics (16 works) · Annotated bibliography (15 works) · Second Language Acquisition and Learning (15 works) · Bibliography (13 works)