Call for Abstracts: Putting Research Into Practice Series

Series Editor: Holly Hansen-Thomas

TESOL Press has a call for abstracts for the following books for a new series, Putting Research Into Practice: 

Putting Research Into Practice: Middle School
Abstracts due: Rolling deadline
Volume Editors: Holly Hansen-Thomas and Kristen Lindahl

Putting Research Into Practice: High School 
Abstracts due: Rolling deadline
Volume Editors: Holly Hansen-Thomas and Mary Amanda Stewart

Putting Research Into Practice: English as a Foreign Language 
Abstracts due: Rolling deadline
Volume Editor: Lucilla Lopriore
Scope and Purpose
The main goal of the series is to create new spaces for practitioner knowledge and engagement with TESOL research. As a professional community, we are interested in highlighting how TESOL practitioners direct their own professional learning through reading, questioning, interpreting and adapting research findings to and in their own contexts. The result will be a very accessible and rich collection that adds to the overall knowledge base while also validating the critical role teachers play in TESOL’s overall mission to improve learning and teaching. The series will recast the great amount of TESOL material in TESOL Journal, TESOL Quarterly, Essential Teacher and other TESOL Press publications such as the English Language Teaching in Context series. 

There will be four books in the series overall, and each book will have a similar format. The books will be approximately 150-180 pages and will include 10-12 chapters dedicated to the content areas of mathematics, science, social studies, and English language arts, in Elementary, Middle School, and High School levels. There will also be a volume devoted to English as a Foreign Language, and it will be divided into three parts, primary, secondary, and higher education. Each volume will be foregrounded with an introductory chapter and will close with a concluding chapter. The series will be published in print, but lesson plans and other supplementary materials will be available for download on a website dedicated to the series.
Audience

This series of books will be read by a wide range of participants in the TESOL community, including ESL/EFL teachers, content area teachers, program administrators, etc. Additionally, they could be used as course readings for teacher education programs and professional development of teachers of ELLs.
Contributors
Experienced, novice, and nonnative English speaking teachers, administrators, researchers, and other educational professionals are encouraged to contribute to this series. The chapters will speak to the various educational profiles of students in diverse regions.
Abstract Submission

• Abstracts of 400-500 words (excluding references) must be submitted via email to the volume editor(s)
• The abstract must include the complete citation of the original TESOL publication that inspired the lesson, an overview of the chapter, the targeted concept or research finding to be illustrated, and a brief description of the lesson and its the context

Chapter Criteria

The chapter must include:

  • A brief introduction to the chapter highlighting the focal topic of the research and lesson plan, and the context (e.g., type of school, overall student demographics, content area, language and grade levels of students, how it connects to a larger unit, marking period, or school year)
  • 2-4 page synopsis of the original research article/chapter, including the original citation.
  • 1-2 page rationale for choosing the research and creating a lesson based on the research.

  • A clearly written lesson plan that allows readers to “see, hear, be” in the context and follow the development of the lesson as it unfolds.

Grade/subject area (e.g., second grade, math)
Content and language objectives 
Connections to appropriate standards (based on your context)
Desired outcomes
Students’ proficiency levels
Materials needed to carry out lesson
Duration of the lesson (it may be over several class periods)
Highlighted Strategies (research-based, appropriate for the ELL context)
Procedures: specific details regarding what the students will do during the lesson (practice/application)
Closing
Assessment/Evaluation (including any formative and/or summative assessment protocols and evidence of student learning)
Extension
(Lesson plan should include any visual components such as rubrics, worksheets, student work samples, etc., that illustrate the lesson/activity in practice)
Caveats

  • 1-2 page reflection/analysis that summarizes how the original TESOL research and your interpretation of it inform your practice and raise valuable questions for further research.
More Information

For further information about submissions or content, please contact the individual volume editor(s).