Zines, Black History, & Lived Experiences


While many of the upcoming posts will chronicle Ms. S and Ms. C’s adventure into project-based learning, I am also working alongside my colleague Mr. Chance, who has written a post here before, as he uses zines as tool enrich his students’ experience with Black literature and connecting that literature to their own lives. Continue reading

Dipping Our Toes into PBL: First Meeting with Ms. S and Ms. C


Yesterday, I sat down with two science teachers in my school building, Ms. S (chemistry) and Ms. C (oceanography/biology), to start a conversation about developing project-based learning (PBL) in their classes.

Both are new PBL as an instructional method, but both are interested in developing their pedagogy to include PBL as a more authentic approach to their content. While Ms. S is planning more so for next year, Ms. C is working on a PBL for her oceanography students that would take place in March/April. Inside today’s post, I go through the pace of our conversation and the questions and concerns they both had moving forward into uncharted waters. Continue reading

Dissertation Defense Set

20150403_093151 (1)

On Monday, March 13 at 1PM, I will have an opportunity to defend my dissertation and begin putting the final touches on earning my doctoral degree in English Education. The last four years have been extraordinary. I have made close friends from my cohort and been given opportunities academically and professionally that have changed the course of my work and life forever. I am grateful to everyone who helped get me here and for all of those opportunities.

My study, Zine Culture: Identity & Agency Trajectories in an ELA Classroom, took over a year to prepare for with an additional year to collect and analyze data and to write my findings and conclusions. While the process was trying at times, I would not trade the experience for anything. I am a far better educator and human being for having ventured into the world of academia with the goal of impacting not only my practice, but the practice of other teachers as well. Eventually, I will share some of what I unpacked from my study and what I think it means for the English classroom. Until then, the focus of the blog will be on working with Ms. A and Ms. C in their science classrooms and project-based learning. Those posts are coming soon. In the meantime, supposing all goes well with my defense, I am very seriously considering the pursuit of turning my study into a book worth reading for fellow English teachers and literacy researchers.

We’ll see what happens. Thank you to any of you who follow the blog and have followed my journey. Hopefully there are more insights and getting dirty with pedagogical practice to come!

See You @ JoLLE 2017


My daughter was born almost two weeks ago now. Overjoyed simplifies my feelings too much, but I do not have the words quite yet to express how my life has changed in a magnanimous way! She was not due until the end of January, so I was unsure I would make it to present at JoLLE (Journal of Language & Literacy Education) this year in Athens, GA. With her arriving two weeks early, I am able to present after all.

If you happen to be going to JoLLE this year, come check out my session on Saturday at 4:20PM. Even if you cannot make the session, find me to say hello or you can always tweet me @theprofjones. I look forward to seeing some familiar faces and meeting some new friends.

Session Details:
Saturday, February 4th
BO5–“Zine Culture: Identity and Agency Trajectories in an ELA Classroom”
4:20 – 5:10
Room TBD