Acknowledgments Editors' Introduction Heidi L. Hallman, Kristen Pastore-Capuana, and Donna L. Pasternak Section I: Frameworks for English Education Chapter 1: Educating Teachers for Critical Pragmatism: Methods as a "Conceptual Home Base" Lauren Gatti, Sarah Thomas, Jessica Masterson, Robert Brooke, and Rachael Wendler-Shah A Response to Chapter 1 Melissa Schieble Chapter 2: Enduring Assignments in the Methods Course: Lesson Planning and Micro-Teaching as Trigger Points for Stimulating Social Justice Teaching Terri L. Rodriguez A Response to Chapter 2 Allison Wynhoff Olsen Chapter 3: Exploring Tensions During Critical Conversations about Race in English Education Amy Vetter and Melissa Schieble A Response to Chapter 3 Lauren Gatti Section II: Practices in English Education Chapter 4: Writing in and for the 21st Century: Crossing Digital and Multimodal Thresholds in ELA Methods Courses Amber Jensen A Response to Chapter 4 Mike Metz Chapter 5: Moving Pre-service English Majors from Egocentric to Sociocentric Readings Crag Hill A Response to Chapter 5 Christopher M. Parsons Chapter 6: Powerful Influence and Absurd Neglect: The Legacy of Louise M. Rosenblatt Sue Ringler Pet A Response to Chapter 6 Crag Hill Chapter 7: Teacher Candidates' Perspectives on Tensions within the Methods-Based Field Experience Christopher M. Parsons A Response to Chapter 7 Laura A. Renzi Section III: Communities of English Education Chapter 8: English Education Methods Courses as Sites of Induction into English Teacher Communities of Practice James Cercone and Kristen Pastore-Capuana A Response to Chapter 8 Amber Jensen Chapter 9: Tensions in ELA Field Experiences: Service-learning Initiatives in Rural Contexts Allison Wynhoff Olsen A Response to Chapter 9 Jamie M. Collins Chapter 10: A Teaching Mythology: Disrupting the Tutor/Teacher Dichotomy Heidi L. Hallman and Melanie N. Burdick A Response to Chapter 10 Terri L. Rodriguez About the Editors About the Contributors Index
