3,111 results on '"LITERATURE"'
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2. HUCKLEBERRY FINN. DR. JEKYLL AND MR. HYDE. SHORT STORIES. LITERATURE CURRICULUM IV, TEACHER VERSION.
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Oregon Univ., Eugene. and KITZHABER, ALBERT R.
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A CURRICULUM GUIDE FOR THE TEACHING OF "HUCKLEBERRY FINN,""DR. JEKYLL AND MR. HYDE," AND FOUR SHORT STORIES WAS PRESENTED. THE SHORT STORIES WERE (1) "THE APPLE TREE" BY JOHN GALSWORTHY, (2) "THE COUNTRY OF THE BLIND" BY H.G. WELLS, (3) "A DOUBLE-DYED DECEIVER" BY O. HENRY, AND (4) "A MYSTERY OF HEROISM" BY STEPHEN CRANE. THE GUIDE PROVIDED BIOGRAPHICAL AND BIBLIOGRAPHICAL INFORMATION, THEMATIC EXPLANATIONS OF EACH WORK, STUDENT QUESTIONS, TEACHING SUGGESTIONS, AND COMPOSITION TOPICS. THE STUDENT VERSION IS ED 010 821. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)
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- 2024
3. TWENTIETH CENTURY LYRICS. SCIENCE AND POETRY. LITERATURE CURRICULUM IV, STUDENT VERSION.
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Oregon Univ., Eugene. and KITZHABER, ALBERT R.
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THIS CURRICULUM GUIDE FOR 10TH-GRADE STUDENTS DEALT WITH (1) 20TH-CENTURY LYRIC POETRY AND (2) THE COMPARISON BETWEEN SCIENTIFIC AND POETIC WRITINGS. A HISTORICAL INTRODUCTION PRECEDED PRESENTATION OF THE MATERIAL IN BOTH SECTIONS. SUGGESTIONS, EXERCISES, AND COMPOSITION TOPICS WERE ALSO PRESENTED. THE TEACHER VERSION IS ED 010 820. RELATED REPORTS ARE ED 010 129 THROUGH ED 010 160 AND ED 010 803 THROUGH ED 010 832. (GD)
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- 2024
4. CONCEPTS OF MAN, A CURRICULUM FOR AVERAGE STUDENTS.
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Euclid English Demonstration Center, OH.
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THIS ENGLISH GUIDE FOR AVERAGE STUDENTS IN GRADES 7, 8, AND 9 CONTAINS A RATIONALE FOR STRUCTURING A LITERATURE CURRICULUM AS WELL AS SPECIFIC TEACHING UNITS DESIGNED TO DEVELOP THE STUDENTS' PERCEPTION OF VARIOUS CONCEPTS OF MAN AND TO TEACH THEM TO INDEPENDENTLY ANALYZE LITERATURE. UNITS ARE (1) "MAN AND HIS PHYSICAL ENVIRONMENT," GRADE 7, (2) "JUSTICE," GRADE 7, (3) "COURAGE," TWO GRADE 7 UNITS (AVERAGE AND HONORS), (4) "COMING OF AGE," GRADE 8, (5) "CHARACTERIZATION," GRADE 8, AND (6) "MAN AND CULTURE," GRADE 9. EACH UNIT CONTAINS (1) A BRIEF OVERVIEW, (2) SPECIFIC LESSON PLANS (INCLUDING INDUCTIVE QUESTIONS, LANGUAGE EXERCISES, AND CREATIVE WRITING ASSIGNMENTS BASED ON REQUIRED READING MATERIALS), (3) STUDY GUIDES THAT STUDENTS ARE ENCOURAGED TO USE IN SMALL-GROUP DISCUSSIONS, AND (4) BIBLIOGRAPHIES OF POEMS, PLAYS, PROSE SELECTIONS, AUDIOVISUAL MATERIALS, AND WORKBOOKS. COPIES OF THE SEVEN UNITS ARE ALSO AVAILABLE (LIMITED SUPPLY) FROM CHARLES C. ROGERS, PROJECT UPGRADE, DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801, $0.50 PER UNIT. (JB)
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- 2024
5. ENGLISH WRITING, APPROACHES TO COMPOSITION.
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Euclid English Demonstration Center, OH.
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THIS COLLECTION OF PAPERS BY STAFF MEMBERS OF THE EUCLID ENGLISH DEMONSTRATION CENTER FOCUSES ON APPROACHES TO THE TEACHING OF COMPOSITION IN THE JUNIOR HIGH SCHOOL. THE PAPERS ARE (1) "LITERATURE AND COMPOSITION," BY JAMES F. MCCAMPBELL, (2) "COMPOSING--EPIPHANY AND DETAIL," BY JOSEPH DYESS, (3) "THE LANGUAGE COMPOSITION ACT," BY LESTER E. ANGENE, (4) "AN APPROACH TO CREATIVITY IN POETRY," BY JACK L. GRANFIELD, AND (5) "VALUES OF STUDENT PUBLICATIONS," BY GEORGE HILLOCKS. APPENDED IS A PART OF THE NINTH-GRADE AVERAGE CURRICULUM, A UNIT ON THE NEWSPAPER DESIGNED TO PREPARE STUDENTS TO WRITE, EDIT, ORGANIZE, AND PUBLISH AN ISSUE OF THE SCHOOL NEWSPAPER. LESSONS IN THE UNIT INCLUDE OBJECTIVES, SUGGESTED TEACHING PROCEDURES, EXERCISES, AND STUDY GUIDES. THIS COLLECTION OF PAPERS ($0.50) AND THE NEWSPAPER UNIT ($0.50) ARE AVAILABLE (LIMITED SUPPLY) FROM CHARLES C. ROGERS, PROJECT UPGRADE, SCHOOL DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801. (DL)
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- 2024
6. STRUCTURE AND TEACHING, BUILDING THE ENGLISH CURRICULUM.
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Euclid English Demonstration Center, OH.
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THIS GUIDE FOR GRADES 7, 8, AND 9 IS INTRODUCED BY TWO PAPERS--"APPROACHES TO MEANING, A BASIS FOR CURRICULUM IN LITERATURE" AND "THE THEME-CONCEPT UNIT IN LITERATURE," BOTH BY GEORGE HILLOCKS--WHICH DESCRIBE THE BUILDING OF A CURRICULUM IN ENGLISH UPON THE STRUCTURE AND PRINCIPLES DEVELOPED BY THE EUCLID ENGLISH DEMONSTRATION CENTER. THE PROCESS OF CONSTRUCTING A TEACHING UNIT IS EXPLAINED, AND THE FOLLOWING UNITS ARE INCLUDED--(1) ALLEGORY AND SYMBOLISM (GRADE 8 HONORS), (2) ANIMAL STORIES (GRADE 7 AVERAGE), (3) THE OUTCAST (GRADE 9 AVERAGE), (4) SURVIVAL (GRADE 9 AVERAGE), (5) PROTEST (GRADE 9 AVERAGE), AND (6) ALLEGORY AND SYMBOLISM (GRADE 7 HONORS). INDIVIDUAL PAPERS ON THE FIRST FOUR UNITS ARE PROVIDED AND UNITS CONTAIN OVERVIEWS, BIBLIOGRAPHIES, AND LESSON PLANS WHICH SUGGEST TEACHING PROCEDURES, EXERCISES, AND STUDY GUIDES. COPIES OF THE SIX UNITS ARE ALSO AVAILABLE (LIMITED SUPPLY) FROM CHARLES C. ROGERS, PROJECT UPGRADE, SCHOOL DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801, $0.50 PER UNIT. (DL)
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- 2024
7. AN INTRODUCTION TO A CURRICULUM.
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Euclid English Demonstration Center, OH.
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THIS COLLECTION OF PAPERS SERVES AS AN INTRODUCTION TO THE EUCLID ENGLISH DEMONSTRATION CENTER'S JUNIOR HIGH SCHOOL CURRICULUM. IN ADDITION TO A BRIEF OVERVIEW OF THE PROGRAM AND OUTLINES OF THE AVERAGE AND HONORS CURRICULA, THE FOLLOWING PAPERS ARE INCLUDED--(1) "THE THEME-CONCEPT UNIT IN LITERATURE," (2) "APPROACHES TO MEANING--A BASIS FOR A CURRICULUM IN LITERATURE," (3) "A CURRICULUM IN LITERATURE AND COMPOSITION FOR AVERAGE STUDENTS IN GRADES SEVEN, EIGHT, AND NINE," (4) "A UNIT ON THE OUTCAST," (5) "A CURRICULUM IN LITERATURE AND COMPOSITION FOR JUNIOR HIGH HONORS STUDENTS," (6) "A REMEDIAL PROGRAM FOR JUNIOR HIGH SCHOOL STUDENTS," (7) "SOME APPROACHES TO COMPOSITION," (8) "SEMANTICS AND THE JUNIOR HIGH CURRICULUM," AND (9) "THE LANGUAGE PROGRAM." A LIMITED NUMBER OF COPIES OF THIS INTRODUCTION ARE AVAILABLE FROM CHARLES C. ROGERS, PROJECT UPGRADE, SCHOOL DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801, $0.50. (DL)
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- 2024
8. SOMETHING NEW, SOMETHING OLD. DIFFICULT LITERATURE--A READER'S VIEW. LITERATURE CURRICULUM VI, TEACHER AND STUDENT VERSIONS.
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Oregon Univ., Eugene. and KITZHABER, ALBERT R.
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THE FIRST OF THESE TWO 12TH-GRADE LITERATURE UNITS, "SOMETHING NEW, SOMETHING OLD," IS DESIGNED TO HELP STUDENTS TO RECOGNIZE EXPRESSIONS OF COMMON EXPERIENCE PRESENT IN LITERARY WORKS REGARDLESS OF WHEN THEY WERE WRITTEN. WORKS SELECTED FOR THIS UNIT ARE GROUPED UNDER FOUR TOPICS--"YOUTH AND AGE,""THE NATIVITY, CHRISTIAN TRADITION,""CONFLICT OF GENERATIONS," AND "THE INDIVIDUAL IN CONFLICT WITH SOCIETY." THE SECOND UNIT, "DIFFICULT LITERATURE--A READER'S VIEW," IS INTENDED TO GUIDE STUDENTS IN ISOLATING THE PRINCIPAL DIFFICULTIES OF READING LITERATURE AND IN EVALUATING THE VARIOUS JUSTIFICATIONS FOR LITERARY DIFFICULTY (E.G., HISTORICAL AND CULTURAL DISTANCE, AUTHOR ORIGINALITY, AND THE COMPLEXITY OF THE WORLD). THE STUDENT VERSION CONTAINS AN INTRODUCTORY ESSAY AND DISCUSSION QUESTIONS, AND THE TEACHER VERSION PROVIDES DISCUSSION QUESTIONS AND INTRODUCTIONS TO UNITS AND TO LITERARY SELECTIONS. FIVE TESTS DESIGNED TO ACCOMPANY THESE UNITS ARE APPENDED. SEE ALSO ED 010 129 THROUGH ED 010 160, ED 010 803 THROUGH ED 010 832, TE 000 195 THROUGH TE 000 220, AND TE 000 227 THROUGH TE 000 249. (RD)
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- 2024
9. SHORT STORIES. LITERATURE CURRICULUM IV, REVISED TEACHER AND STUDENT VERSIONS.
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Oregon Univ., Eugene. and KITZHABER, ALBERT R.
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THE INTERRELATIONSHIP OF SUBJECT, FORM, AND POINT OF VIEW, WITH EMPHASIS ON THE LAST, IS THE CONCERN OF THIS 10TH-GRADE LITERATURE UNIT. BACKGROUND INFORMATION, STUDY AND DISCUSSION QUESTIONS, AND SUGGESTED ACTIVITIES AND WRITING ASSIGNMENTS ARE PROVIDED FOR SIX SHORT STORIES REPRESENTING VARIED POINTS OF VIEW--(1) H.G. WELLS'"THE COUNTRY OF THE BLIND," (2) O. HENRY'S "A DOUBLE-DYED DECEIVER," (3) STEPHEN CRANE'S "A MYSTERY OF HEROISM," (4) AMBROSE BIERCE'S "JUPITER DOKE, BRIGADIER GENERAL," (5) ALAN SILLITOE'S "ON SATURDAY AFTERNOON," AND (6) WALLACE STEGNER'S "BUTCHER BIRD." SEE ALSO ED 010 129 THROUGH ED 010 160, ED 010 803 THROUGH ED 010 832, TE 000 195 THROUGH TE 000 220, AND TE 000 227 THROUGH TE 000 249. (MM)
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- 2024
10. Empowering Youth to Confront the Climate Crisis in English Language Arts
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Allen Webb, Richard Beach, Jeff Share, Allen Webb, Richard Beach, and Jeff Share
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Discover how English teachers and their students confront the climate crisis using critical inquiry, focusing on justice, and taking action. Working in today's politically polarized environment, these teachers know first-hand about teaching and learning in communities that support and resist climate education. This much-needed book describes outstanding English instruction that includes creative and analytical writing; critical place-based learning; contemporary "cli-fi"; young adult, Indigenous, and youth-authored literature; Afrofuturism; critical media analysis; digital media production; and many other ways in which students can explore the crisis and have their voices heard and respected. While the focus is on high school and middle school English Language Arts, there are also relevant and inspiring elementary and college examples. This resource provides everything teachers need to help young people understand and address the climate emergency through supportive and empowering transformational learning. Book Features: (1) Emphasizes addressing the climate crisis as an important dimension of English language arts; (2) Illustrates relevant and effective ways to use writing, critical inquiry, literature, media, speaking, the arts, and publishing; (3) Provides examples of students connecting local climate impacts with national and global events; critically analyzing climate denial, delay, and inaction; considering questions of justice; imagining different futures; and developing their voices and activism; (4) Shares teaching methods, classroom stories, and student work from cities, suburbs, and rural classrooms; (5) Examines questions of climate justice: Who causes the crisis? Who suffers? Why do governments fail to act? What is the experience of climate refugees? What type of world will young people inherit?; (6) Explains how students can take action, join with others, and become involved in solutions; and (7) Additional resources are available for each chapter at http://climatecrisisela.pbworks.com.
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- 2024
11. The Iraqi EFL Learners' Awareness of the Role of Reading Literature in Their Creative Writing
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Batool Abdul-Mohsin Miri, Mahdi Kadhim Kareem, and Mariam Naji Mazloum Al-Ghazawi
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This study examines the extent of awareness among Iraqi English foreign language learners about the potential impact of reading literature on developing their creative writing abilities. Furthermore, this study investigates the relationship between those who partake in literature reading and their academic skills. It examines the participation of 120 Iraqi EFL learners currently enrolled in the faculties of Arts, Education, and Education in Qurna, affiliated with the University of Basrah. It employs a mixed methods approach, including a questionnaire and semi-structured interviews. The results demonstrate a significant correlation between reading literary texts and developing creative writing skills. Several literary elements enhance creative writing, including a comprehensive understanding of figures of speech, cultivating critical thinking skills, engaging in literature courses, practicing paraphrasing poetry, and exposure to various literary genres. The findings also demonstrate that EFL learners profoundly understand the impact of engaging with literary texts on their academic abilities.
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- 2024
12. Inclusion, Diversity and Innovation in Translation Education. Literature and Translation
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Alejandro Bolaños García-Escribano, Mazal Oaknín, Alejandro Bolaños García-Escribano, and Mazal Oaknín
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Through examples of literary and audiovisual translation teaching practices, "Inclusion, Diversity and Innovation in Translation Education" places a novel emphasis on equality, diversity and inclusion (EDI) synergising the latest research advancements in EDI and translation curricula. The contributors revisit how languages and translation are currently taught and explore the relevance of EDI values from an interdisciplinary perspective. The chapters contain proposals of best teaching practices and teacher training guidance alongside examples of research-led teaching scenarios. There is a twofold rationale behind this volume: firstly, identifying links between literary and audiovisual translation teaching practices, which often demand great creativity inside and outside the classroom; and, secondly, placing greater emphasis on EDI-focused methods and themes. Following this approach, readers are invited to consider pressing societal issues such as (media) accessibility, intersectionality, LGBTQI+ and race, among others, and to embed them in their language and translation teaching practices.
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- 2024
13. Literacy in the Disciplines: A Teacher's Guide for Grades 5-12. Second Edition
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Thomas DeVere Wolsey, Diane Lapp, Thomas DeVere Wolsey, and Diane Lapp
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This successful guide--now in a revised and expanded second edition--gives teachers effective strategies to support adolescents' development of relevant literacy skills in specific disciplines. Demonstrating why disciplinary literacies matter, the authors discuss ways to teach close reading of complex texts; discipline-specific argumentation, communication, and writing skills; academic vocabulary; and more. The book draws on revealing interviews with content-area experts and professionals in history, science, mathematics, literature, the arts, and physical education. Teacher-friendly tools include 21 reproducible forms that also can be downloaded and printed, "Try It On!" practice activities, lesson plans, chapter anticipation guides, and links to recommended online teaching videos. New to this Edition: (1) chapter on assessment; (2) chapter on disciplinary literacies beyond school--in civic, professional, and personal life; (3) expanded coverage of math, more attention to evidence and sources used in different disciplines, new and updated expert interviews, and advice on how both teachers and students can use AI tools productively; and (4) anticipation guides that invite reflection on key questions before, during, and after reading most chapters.
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- 2024
14. How Do We Regard Fictional People? How Do They Regard Us?
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Meghan M. Salomon-Amend and Lance J. Rips
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Readers assume that commonplace properties of the real world also hold in realistic fiction. They believe, for example, that the usual physical laws continue to apply. But controversy exists in theories of fiction about whether real "individuals" exist in the story's world. Does Queen Victoria exist in the world of "Jane Eyre," even though Victoria is not mentioned in it? The experiments we report here find that when participants are prompted to consider the world of a fictional individual ("Consider the world of Jane Eyre . . ."), they are willing to say that a real individual (e.g., Queen Victoria) can exist in the same world. But when participants are prompted to consider the world of a real individual, they are less willing to say that a fictional individual can exist in that world. The asymmetry occurs when we ask participants both if a real person is in the character's world and if the person "would" appear there. However, the effect is subject to spatial and temporal constraints. When the person and the character share spatial and temporal settings, interchange is more likely to occur. These results shed light on the author's implicit contract with the reader, which can license the reader to augment a fictional world with features that the author only implicates as part of the work's background. [This is the online first version of an article published in "Psychonomic Bulletin & Review."]
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- 2023
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15. Preserving the Canon: Great Books Programs at America's Colleges and Universities
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James G. Martin Center for Academic Renewal
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Historically, higher learning was based on the study of the Great Works of thought of the Western canon. These works span a broad range of time, from the Classical period, to early Christianity, and the Enlightenment, all the way to the 20th century. Presently, close study of Great Works is less common at most mainstream colleges and universities. Depending on the general education programs at a given institution, or students' particular course work, it is very possible for students to graduate from college with little to no exposure to the foundational texts of Plato, Aristotle, Homer, or Dante, to name a few. If students desire a deep and broad understanding of the Great Works, they must actively seek it out. Although Great Works-specific coursework is less available, however they do still exist. The Martin Center researched 48 academic programs that involve a close study of Great Books of Western thought. Although some of the programs in this report are not advertised as Great Books programs, their curricula include an in-depth study of core texts. Uniting these programs is a desire for wisdom and understanding, and the belief that engaging with the Great Books can aid in this pursuit.
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- 2023
16. Teacher Candidates' Views on the 'Text Analysis Methods' Course in the Context of Language and Literature Education
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Mesut Bulut
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The purpose of this study is to investigate the views of prospective teachers of Turkish language and literature on the "text analysis methods" course. In this study, which used the qualitative research approach, the case study design was used. 13 teacher candidates who are enrolled in the Turkish language and literature teaching program at a university in Turkey make up the research's participant group. The researcher used the literature review and expert comments to build a semi-structured interview form to get the participants' opinions regarding the "text analysis methods" course. The data were examined using a content analysis method. The findings indicate that the "text analysis methods" course provides a significant learning opportunity that presents potential instructors with a range of viewpoints. The course is successful in developing students' abilities to comprehend, analyze, interpret, and think critically about literary works as evidenced by the participants' varied viewpoints of its objectives and content. Participants made a point of emphasizing how the course's material was taught using cutting-edge scientific methods. Additionally, it was claimed that using relevant and trustworthy sources helped pupils develop scientific thinking skills. The requirement for more time and space that promote in-depth learning and support the accomplishment of instructional objectives is evident from differences in opinion regarding lesson duration. To improve the effectiveness of the course and give students a deeper learning experience, pre-service teachers advise using technological resources, interactive learning techniques, and analytical approaches. These results demonstrate how the "text analysis methods" course presents a significant opportunity for teacher candidates to develop their expertise in using literary texts to accomplish a variety of learning objectives. In light of this, it was determined that the research can offer information for the advancement of Turkish language and literary education as well as program updates. [For the full proceedings, see ED656038.]
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- 2023
17. Changing the Finish Line: Implications of New Graduation Requirements in the School District of Philadelphia
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Philadelphia Education Research Consortium (PERC), Vannata, Sean, Shaw-Amoah, Anna, Pileggi, Molly, Turner, Alyn, Schlesinger, Molly, Wills, Theodore, and Reyes, Roland
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Beginning with the class of 2023, Pennsylvania high school students will need to demonstrate career or postsecondary preparedness to meet statewide graduation requirements and receive a high school diploma. The new graduation requirements were enacted in 2018 by Pennsylvania's Act 158. They are intended to codify high standards for all students and improve student achievement across Pennsylvania, while also taking into account student strengths, interests, and career goals. As profiled in PERC's recent related brief, Act 158 outlines five pathways to demonstrating career or postsecondary preparedness, two of which--the Keystone pathways-- require demonstrating proficiency on Pennsylvania's end-of-course subject exams for Literature, Algebra, and Biology. The remaining three pathways to graduation--the alternative pathways--require that a student (1) either earn a "Proficient" Keystone exam score or acceptable course grades in each Keystone subject area; and (2) demonstrate college or career readiness through one or multiple alternative metrics, such as through an industry-based competency certification, successful completion of a service-learning project, or an internship or cooperative education program, among other metrics. This report examines historical performance on Keystone exams to explore the potential impact of the policy on students in the School District of Philadelphia's high schools. While data to understand the impact on graduation outcomes through each of the five pathways are not yet available, existing data on Keystone proficiency can provide insights into the Keystone proficiency and composite pathways. Thus, in this report, pre-pandemic administrative data for students in the classes of 2018 and 2019 who took Keystone exams while enrolled in District middle or high schools was used to see how many and which students would have met or almost met Keystone-associated requirements for graduation as defined by Act 158, had the policy been in effect at that time. [For the related brief, "Changing Requirements in Pennsylvania for High School Graduation. A Policy Brief on Pennsylvania Act 158," see ED626029.]
- Published
- 2022
18. Guidelines for Evaluating Publicly Engaged Humanities Scholarship in Language and Literature Programs
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Modern Language Association of America
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The guidelines offer suggestions for departments, institutions, and faculty members in languages and literatures for valuing and assessing research in the public humanities. Because much public humanities scholarship involves engagement with communities, particularly bilingual and multilingual communities, this document places particular emphasis on the ethical questions that arise in community-engaged scholarly work. The guidelines also acknowledge genres of public humanities work that align more closely with traditional forms of humanities scholarship: research published in nonacademic venues, such as periodicals and blogs, or op-eds, lectures, and podcasts disseminated to wider audiences beyond the academy in English and other languages. Broadly, the guidance provided here is meant to engage with the fundamental questions that drive a peer review process in cases where traditional peer review may not currently be feasible and to suggest alternative modes of peer review where possible. [These guidelines were created by the Modern Language Association (MLA) Ad Hoc Committee on Valuing the Public Humanities.]
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- 2022
19. Changing Requirements in Pennsylvania for High School Graduation. A Policy Brief on Pennsylvania Act 158
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Philadelphia Education Research Consortium (PERC)
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Beginning with the class of 2023, graduating Pennsylvania high school students will need to demonstrate career or postsecondary preparedness in addition to meeting existing statewide graduation requirements. Act 158 of 2018 outlines five pathways to meeting this requirement, including two that rely exclusively on Keystone Exam performance and three pathways that allow for alternative demonstration of college or career readiness. This significant policy shift likely has implications for all Pennsylvania school districts, including the School District of Philadelphia (SDP). Over the next three years, the Philadelphia Education Research Consortium will be conducting research focused on this policy to understand its implications for SDP. The Philadelphia Education Research Consortium (PERC) is a research partnership between SDP's Office of Research and Evaluation and Research for Action, funded by the William Penn Foundation. In this policy brief, PERC: (1) outlines Act 158 and the new graduation requirements; (2) describes the evolution of the policy; (3) summarizes the previous research conducted on high-stakes graduation requirements in PA; and (4) highlights equity concerns that previous research has raised.
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- 2022
20. Teaching College Piano Literature Courses: Toward a New Approach
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Jackie Kai Zhi Yong
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Piano literature (or keyboard repertory studies) is commonly included in piano performance and some piano pedagogy degrees in the United States. This single or sequential course is required by the National Association of Schools of Music (NASM) at both undergraduate and graduate levels. While most universities include such courses in their degree requirements, it might be argued that not all instructors are well-equipped to teach piano literature courses. An oft-cited maxim in higher education is that "faculty teach the way they were taught" because they usually receive little formal training in teaching before entering the classroom. There are almost no pedagogical resources or materials that directly address issues regarding teaching piano literature courses to prepare young piano faculty and facilitate their teaching of such courses. While the fields of piano pedagogy, music theory, music history, and musicology have many up-to-date resources available for reference, there is minimal scholarly discussion of teaching piano literature courses in educational journals or at conferences. This treatise aims to serve as a reference for both young and experienced college professors to think about how piano literature classes for 21st-century pianists can and should be taught. It compiles the wisdom and experience of established textbook authors and course instructors at prominent music institutions in the United States. Using a qualitative inquiry approach, this document will discuss essential and neglected topics surrounding teaching a piano literature course. Discussions include teaching methodologies and strategies for Generation Z and Generation Alpha in the Artificial Intelligence world, selecting course materials that include overlooked composers without compromising canonic composers, and navigating the practicality of assignments in a piano literature course. This investigation seeks to initiate discussion on these important topics and contribute to the pedagogy of piano literature in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
21. A Quantitative Examination of Academic and Behavioral Outcomes of Response to Intervention Implementation at the Middle School Level
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Lena Renee' Roodzant
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Research indicates that Response to Intervention (RTI) increases student achievement and significantly improves student academic and behavioral outcomes. RTI has demonstrated significant student gains in the elementary setting and research tends to be more heavily centered at the elementary level; however, RTI is expanding to being applied in the secondary setting. The purpose of this quantitative comparative study was to examine the impact that Response to Intervention (RTI) has in a middle school setting on students' overall literature grades, reading scores as assessed by the STAR Reading test and OSTP, attendance, and office discipline referrals using pretest and posttest data from 2017-2018 to 2018-2019. Bertalanffy's (1972) General Systems Theory was applied to examine the differences between the RTI processes within a middle school setting and outcomes of RTI. Paired sample t-test analyses revealed that all null hypotheses failed to be rejected and all alternative hypotheses failed to be accepted; however, there were still slight areas of improvement with the enhanced RTI framework as shown through the mean scores. Due to the challenges of RTI implementation at the secondary level, further research is needed to examine successful strategies and approaches to ensure effectiveness over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
22. Playing Reality: The Promise and Peril of Compositional Realities
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Stephanie Jeanelle Kinzinger
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This dissertation examines the possibilities and anxieties that attend a notion haunting Western thought since at least Kant--that reality itself is a revisable construct, a kind of collective game with social and physical rules that simultaneously delimit and solicit radical interactivity. Investigating experiments in the gamification of reality avant la lettre, I consider select authors and game designers from the mid nineteenth century to the present who not only depict otherworldly fictions but also insist that such endeavors have the potential to make the world otherwise. This project draws on recent scholarship in game studies, cognitive science, social constructivism, Black studies, and current headlines regarding climate denialism, the "big lie," and the metaverse, to argue that increasing investments in reality's "hackability" over the past two centuries hold forth the prospect of both greater freedom and greater constriction, expanded capacity and enlarging forms of control. Viewed ever more as a game, reality has never been more, or less, in play--for better and for worse. Chapter One contends that Edgar Allan Poe's Eureka (1848) is an earnest cosmological attempt to chart a dynamic, coextensive relationship between individual and environment by using a form of knowledge he calls "intuition." Poe's intuitive detective, Auguste Dupin, in "The Purloined Letter" (1844) and "The Murders on the Rue Morgue" (1841) defines intuition through a game called "Even and Odds," which I argue showcases how game systems can be used to navigate reality's newfound flexibility. Whereas Poe's playful paradigm highlights a positive, crime-solving outcome, Chapter Two reads Lovecraft's mythos as a system written with a racist source code that contemporary video game adaptations, such as "Call of Cthulhu" (2018) and "Control" (2019), fail to transcend. However, I analyze Victor LaValle's "The Ballad of Black Tom" (2016) as successfully recodifying racism as the true monster of Lovecraft's worldview, embodying transgressive and transcendent "game" play despite being a generically conventional novel. Arguing for an intensification of personal and social immersion in evolving media technologies over time, Chapter Three positions Virtual Reality (VR) as a space capable of either reinscribing societal limitations or fashioning responsible, just realities. I build on Stewart Brand's experimental New Games movement in the 1970s and Karl Groos' theory of social evolution through play to argue that radical play in virtual spaces is essential to combat the condensation of the self into marketable data. Finally, inspired by LaValle's precedent, the Coda chronicles my development of a theoretical game design that reworks Lovecraft's cosmos into an experiment in collaborative, anti-racist world-building. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
23. That Bears Repeating: Linguistic and Literary Patterns as Key to Understanding the Theme and Structure of Ancient Mediterranean Documents
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Gregory Carl Michael
- Abstract
Literary and linguistic patterns delineate structure and theme in many documents of the ancient Mediterranean world. In this dissertation, I utilize the Aeschylean tragedies of the "Persians" and the "Oresteia", the narratives of Genesis and Judges from the Hebrew Bible, and the New Testament narratives of the Gospel of Mark and the Acts of the Apostles to illustrate this point. I highlight key patterns of language recognizing such elements as repeated words, phrases, and forms; I also note key patterns created by the literary dynamics of repeated categories or characters, similar narrative units, and thematic elements. These elements combine to organize the work and facilitate the understanding of it. I communicate this practice of patterning: in the "Persians", with the themes of 'plenty' and 'violation of boundaries'; in the "Oresteia", with the themes of 'dike', 'animals', and 'men and women'; in Genesis, with the patterned use of the "toledot" sequences outlining the text with the support of narrative patterns such as the 'chaos/creation/fall' sequence, four 'sister stories', and the use of characters and geography; in Judges, with the central unit's cycle, the shape of the double prologues and epilogues, along with the development of the theme 'the downward spiral of leadership' using leaders, tribes, and women all supporting the text's question of Who is the leader?; in Mark, with various words, phrases, and forms, character categories, and the narrative and thematic elements of hearing and seeing, geography, the Twelve, the temple, following, and the feeding/boat sequences illustrating a four-part outline that communicates the life of discipleship; and in Acts, with the patterned uses of 'the "Logos" increased', the death and resurrection motif, the general life and ministry of Jesus motif, sharing and abundance, the Spirit and baptism, geopolitical indicators, and 'witness' highlighting that the church is the body of Christ and brings the kingdom of God. In each, the use of patterns helps towards understanding the work as a whole. These samples of ancient Mediterranean literature encourage the recognition of linguistic and literary patterns as a key for understanding similar works. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
24. Up for the Challenge? A Phenomenology of Secondary English Teachers' Text Selection Experiences
- Author
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Selene S. McAlister
- Abstract
This study sought to describe secondary English teachers' experiences with text selection. Its first aim was to determine how secondary English teachers perceive the use of young adult literature (YAL) with adolescent students. The study also details factors that influenced teachers' text selections. Finally, the study describes how teachers' perceptions of administrative support influenced their self-efficacy. The study was conducted using interpretative phenomenological analysis (IPA), a qualitative research method that employs in-depth, semi-structured interviews to develop descriptions of participants' experiences. Participants included six secondary English teachers from a school district in the southeast United States. Teachers completed a survey about their individual contexts and then participated in interviews. The study revealed a number of findings. First, although participants view YAL as beneficial to adolescents, only half incorporated it in their curricula while all included canonical texts. Also, teachers considered numerous factors when selecting texts, including standards, skills, content, and time. Teachers' responses revealed feelings of guilt, shame, stress, and fear in relation to the texts they teach. Teachers indicated overall that they perceive having autonomy in text selection but doubt receiving support if those texts were challenged. Finally, the study's findings indicated the need for support from educational and curriculum leaders. Leaders must be aware of best practices in selecting and defending texts for classrooms. Leaders must also provide preservice and inservice teachers training in selection and defense of texts that meet students' needs. Finally, leaders must work to ensure that the academic, social, and emotional needs of students and teachers are met so that the goals of their schools can be accomplished. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
25. Exploring Culturally Relevant Literature's Relationship to Students' Ability to Determine a Theme in a Literary Text
- Author
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Joshua C. Bennett
- Abstract
Extant research indicates culturally relevant literature (CRL) is linked to increased reading comprehension and interest in reading for Latinx students as well as other student groups. Current research also shows CRL can support home literacy instruction, facilitate writing instruction, foster sociopolitical awareness, underpin behavior interventions, and promote disciplinary literacy. However, despite this growing body of research, gaps in the literature addressing CRL remain. For example, far too few studies have incorporated participants' views on the cultural relevance of the literature they are asked to read. There is also little research that explores CRL's relationship to outcomes on typical daily classroom assignments. My mixed-methods study addresses these limitations and provides a deeper understanding of how researchers, teachers, administrators, and policymakers can capture student readers' perspectives on the literature they are asked to read as part of our studies and our classes. Specifically, my study offers an updated version of Paulson and Freeman's cultural relevance rubric, which has been employed by other studies. My updated version of the rubric allows students who identify as nonbinary to more easily respond to a question meant to capture the gender facet of cultural relevance. Additionally, my study features an interview protocol that is tied to the rubric and allows for the collection of qualitative data from student--readers to augment the quantitative data the rubric provides. Regarding classroom assignments, my study features quantitative analysis of a theme paragraph assignment from my English language arts curriculum for the seventh grade, and I provide cstuontext for these assignment scores with qualitative data from semistructured interviews with the students. First, my quantitative analysis of the data generated from the cultural relevance rubric revealed that students did find the intervention story I selected from my study, "Sol Painting, Inc." by Meg Medina (2017), more culturally relevant than the control story I selected, "A Sound of Thunder" by Ray Bradbury (originally published in 1953). Next, my measure of reading comprehension, the theme paragraph assignment, revealed higher average scores for students working with the intervention story as compared to the scores of students working with the control story, though independent t tests did not reveal statistically significant differences in these scores. In my quantitative analysis, I also explored outcomes on the theme paragraph for the following student subgroups: female students, male students, students who are designated as English learners, and students who receive special education services. Findings for these student subgroups mirrored the overall analytic sample. Second, qualitative data from my study's semistructured interviews showed students most strongly identified with the character and plot facets of cultural relevance. That is, students were able to draw connections between the characters in the story and people from their own lives while determining a theme in the text and making meaning with the text. Qualitative interview data also showed students applied their own lived experiences in similar ways when using plot of the story to determine its themes. In other words, the experiences facet of cultural relevance was also an important element for making meaning with the text for the students who participated in my study. Finally, qualitative interview data showed all five students in the purposive sample indicated they found the intervention story both an enjoyable read and a meaningful part of the curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
26. Critical Encounters in Secondary English: Teaching Literary Theory to Adolescents. Fourth Edition. Language and Literacy Series
- Author
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Deborah Appleman and Deborah Appleman
- Abstract
Grounded in solid theory with new field-tested classroom activities, the fourth edition of "Critical Encounters in Secondary English" continues to help teachers integrate the lenses of contemporary literary theory into practices that have always defined good pedagogy. The most significant change for this edition is the addition of a full chapter on critical race theory (CRT) as an analytical lens. CRT offers teachers fresh opportunities for interdisciplinary planning and teaching, as it lends itself to lessons that encompass a variety of disciplines such as history, sociology, psychology, and science. As with the previous edition, each chapter concludes with a list of suggested nonfiction pieces that work well for the particular lens under discussion. This popular text provides a comprehensive approach to incorporating nonfiction and informational texts into the literature classroom with new and revised classroom activities appropriate for today's students. Book Features: (1) Helps both pre- and inservice ELA teachers introduce contemporary literary theory into their classrooms; (2) Offers lucid and accessible explications of contemporary literary theory; (3) Provides dozens of innovative and field-tested classroom activities; and (4) Tackles the thorny issue of Critical Race Theory in helpful and practical ways.
- Published
- 2023
27. Student-Centred Learning and Formative Assessment: A Possible Answer to Online Language and Literature Teaching and Learning
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Li, Miao
- Abstract
The University of Calgary transitioned to online teaching in March 2020. Subsequent months saw instructors working to overcome the personal, technological, and pedagogical challenges involved in this. Central to those discussions was the need to increase student engagement and develop effective assessment formats. Based on student feedback and personal reflection, the adoption of a synchronous learning environment fostering student-centred learning and formative assessment was considered appropriate in the context of online language teaching and learning. It responded to students' increased stress levels due to the lack of face-to-face communication and tackled the issues of student attention span and engagement, as well as academic integrity. This paper starts with a brief discussion of factors that affect students' behavioural patterns and academic performances during online teaching and learning. It then presents five activities and assessments used in language teaching and examines the effectiveness of these activities in improving student engagement and their retention of course material. [For the complete volume, "Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education," see ED619814.]
- Published
- 2022
28. Using Machine Translation as a Parallel Text to Access Literature for Modern Language Learning
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Bavendiek, Ulrike
- Abstract
Parallel texts in the form of Graded Readers have a long tradition in foreign language learning. When presenting the translation in the reader's first language alongside the target language text, parallel texts offer access to literary texts, to their stories, characters, plot developments, and cultural content, without the need for time-consuming vocabulary or grammar searches, which would otherwise distract from the enjoyment of the texts. This chapter will describe and evaluate a teaching activity that makes use of Google translation as parallel text. This activity exploits the inconsistencies and obvious mistakes of the English machine translation as incentives to undertake close reading of the affected passages in the original foreign language text and to suggest a better translation. It allows beginners and intermediate students to benefit from the aesthetic qualities of literary texts while developing their grammatical accuracy and cultural understanding through focus on form. The evaluation of its effectiveness will be based on class discussions. Pedagogic translation exercises are used to promote deep engagement with the foreign language. At the same time, the students learn to appreciate the complexities of translation both as a process and as a product and develop a critical understanding of translated, especially machine translated, text. The opportunity to improve inferior machine translations while engaging with rich, multi-layered literary texts is shown to be a motivating activity for language learners, who also develop their digital literacy with an understanding of the shortcomings of machine translations. [For the complete volume, "Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education," see ED619814.]
- Published
- 2022
29. Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education
- Author
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Research-publishing.net (France), Hampton, Cathy, Salin, Sandra, Hampton, Cathy, Salin, Sandra, and Research-publishing.net (France)
- Abstract
Modern languages have always been about transition -- as practitioners, we challenge our students constantly to move between their own cultural and linguistic reference points and those of others. Our dynamic, interactive teaching methodologies have had to adapt to the pandemic context, necessitating the interrogation of past practice and transition to new approaches. This volume presents case studies showcasing practical initiatives to promote creative, dialogic learning in the fluid contexts that modern foreign language students are currently experiencing as they transition to higher education post-COVID and to residence abroad post-Brexit, between online and face-to-face learning spaces and between machine- and person-centred learning. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]
- Published
- 2022
30. What Will They Learn? A Survey of Core Requirements at Our Nation's Colleges and Universities. 2022-2023
- Author
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American Council of Trustees and Alumni (ACTA), Mayer Bryant, Veronica, Hsu, Gabriella, and Kempson, Lauri
- Abstract
ACTA's What Will They Learn?® (WWTL) project is designed to help students choose the best college or university for them. The printed report and its online companion WhatWillTheyLearn.com represent the only assessment of U.S. colleges and universities that focuses on what schools are actually teaching. This report assigns grades to over 1,130 colleges and universities on an "A" through "F" scale so that families know, in advance, just how serious an institution is about providing a rigorous core curriculum. Trustees, faculty members, administrators, policymakers, donors, students, parents, and high school counselors all play crucial roles in shaping American higher education. What Will They Learn?® is designed to help each constituency better understand the importance of a robust core curriculum, how to identify schools dedicated to preparing students for career and citizenship, and what each group can do to promote academic excellence at the nation's colleges and universities. [For the 2021 report, see ED616592.]
- Published
- 2022
31. Disciplinary Literacies: Unpacking Research, Theory, and Practice
- Author
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Ortlieb, Evan, Kane, Britnie Delinger, Cheek, Earl H., Ortlieb, Evan, Kane, Britnie Delinger, and Cheek, Earl H.
- Abstract
Educators increasingly recognize the importance of disciplinary literacy for student success, beginning as early as the primary grades. This cutting-edge volume examines ways to help K-12 students develop the literacy skills and inquiry practices needed for high-level work in different academic domains. Chapters interweave research, theory, and practical applications for teaching literature, mathematics, science, and social studies, as well as subjects outside the standard core--physical education, visual and performing arts, and computer science. Essential topics include use of multimodal and digital texts, culturally responsive and sustaining pedagogy, and new directions for teacher professional development. The book features vivid classroom examples and samples of student work.
- Published
- 2023
32. Developing an Understanding of Translingual Writing: A Resource for Graduate Educators
- Author
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Silva, Tony
- Abstract
Via an account of the genesis, development, and enactment of a seminar in translingual writing, this paper represents an attempt to indicate the extensive amount and interdisciplinary nature of the knowledge that one needs to be familiar with in order to develop a rich and nuanced understanding of the phenomenon as well as to provide a resource for faculty interested in developing such a course or for faculty or graduate students to use for self-study in this area. Specifically, the paper (1) addresses the motivation for the development of the course and provides a description of the course and its context; (2) identifies and briefly describes required and additional readings--classified by their disciplinary orientations (specifically, literary studies, dialectology/black English vernacular, applied linguistics, rhetoric and composition, and translanguaging); (3) offers an extensive set of questions for discussion based on the readings and on issues frequently raised in class--including terminology, language, difference, disciplinarity, instruction, and consequences of adopting a translingual approach to writing; and (4) provides an extensive bibliography of work in the area of translingual writing.
- Published
- 2021
33. What Will They Learn? A Survey of Core Requirements at Our Nation's Colleges and Universities, 2021-2022
- Author
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American Council of Trustees and Alumni (ACTA), Pidluzny, Jonathan, Urban, Nathaniel, Quillen, Alexandra, and Kempson, Lauri
- Abstract
"What Will They Learn?" has been documenting for the last 13 years the crisis of weak core curriculum requirements. In addition to helping students choose the right college for the right reasons, American Council of Trustees and Alumni (ACTA) works with college and university leaders on campuses around the country to strengthen curricula and raise academic standards. The printed report and its companion website WhatWillTheyLearn.com, represent the only assessment of U.S. colleges and universities that focuses on what schools are actually teaching. The report assigns grades to over 1,100 colleges and universities on an "A" through "F" scale so that families know, in advance, just how serious an institution is about providing a rigorous core curriculum. Trustees, faculty members, administrators, policymakers, donors, students, parents, and high school counselors all play crucial roles in shaping American higher education. "What Will They Learn?"® is designed to help each constituency better understand the importance of a robust core curriculum, how to identify schools dedicated to preparing students for career and citizenship, and what each group can do to promote academic excellence at the nation's colleges and universities. [For the 2020 report, see ED616591.]
- Published
- 2021
34. Best Practices in Literacy Instruction. Seventh Edition
- Author
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Morrow, Lesley Mandel, Morrell, Ernest, Casey, Heather Kenyon, Morrow, Lesley Mandel, Morrell, Ernest, and Casey, Heather Kenyon
- Abstract
This authoritative text and PreK-12 teacher resource is now in a substantially revised seventh edition with 80% new material, foregrounding advances in inclusive, equitable instruction. Teachers are guided through every major component of reading, as well as assessment, motivation, teaching bilingual learners, strengthening connections with families and communities, and more. The book presents principles and strategies for teaching literature and nonfiction texts, organizing and differentiating instruction, supporting struggling readers, and promoting digital literacy. Pedagogical features include chapter-opening bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, with examples from exemplary classrooms; and end-of-chapter engagement activities. New to This Edition: (1) Chapter on culturally responsive teaching, plus more attention to social justice and equity throughout; (2) Chapter on supporting students in the "invisible middle"; (3) Important new focus on social and emotional learning (SEL); and (4) All chapters thoroughly revised or rewritten to reflect current research, theory, and instructional practices. [For the 6th edition of this book, see ED593695.]
- Published
- 2023
35. The Integrated Performance Assessment: Twenty Years and Counting
- Author
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American Council on the Teaching of Foreign Languages (ACTFL), Francis J. Troyan, Bonnie Adair-Hauck, Eileen W. Glisan, Francis J. Troyan, Bonnie Adair-Hauck, Eileen W. Glisan, and American Council on the Teaching of Foreign Languages (ACTFL)
- Abstract
The third edition of the IPA Manual, "The Integrated Performance Assessment: Twenty Years and Counting," builds upon the original framework presented to guide instructors in designing and implementing this cutting-edge assessment in their world language classrooms. Informed by the findings of research conducted on the IPA since 2013, this edition describes the potential of the IPA as a vehicle for enacting instruction and assessment for diversity, equity, and inclusion in the world language classroom at all levels of instruction. The interpretive comprehension guide has been expanded into three separate templates, each of which addresses a specific modality--interpretive viewing, interpretive listening, interpretive reading. Revised rubrics with several new criteria, together with accompanying tools, assist instructors in more easily rating learner performance across the three modes of communication. A new dedicated chapter articulates the role of the IPA at the post-secondary level in bridging the traditional divide between language and literature. Finally, a new set of model IPAs created by instructors who have implemented the assessment across proficiency levels and languages provide guidance to teachers. Without a doubt, the third edition, which illustrates how the IPA continues to have an impact on teacher perceptions, classroom instruction, and learning, will be a valuable resource to all world language educators who are in search of an innovative strategy for blending instruction and assessment in a seamless fashion.
- Published
- 2023
36. Culturally Responsive Reading: Teaching Literature for Social Justice
- Author
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Washington, Durthy A. and Washington, Durthy A.
- Abstract
Help students to explore the intertextuality of literature and to think more deeply and compassionately about the world. This book shows high school teachers and college instructors how to foreground a work's cultural context, recognizing that every culture has its own narrative tradition of oral and written classics that inform its literature. The author introduces readers to the LIST Paradigm, a guided approach to culturally responsive reading that encourages readers to access and analyze a text by asking significant questions designed to foster close, critical reading. By combining aspects of both literary analysis (exploring the elements of fiction such as plot, setting, and character) and literary criticism (exploring works from multiple perspectives such as historical, psychological, and archetypal), the LIST Paradigm helps educators "unlock" literature with four keys to culture: Language, Identity, Space, and Time. In "Culturally Responsive Reading," Washington exposes cultural myths, reveals racist and culturally biased language, dismantles stereotypes, and prevents the egregious misreading of works written by people of color. Book Features: (1) Describes a unique approach to culturally responsive reading, including specific teaching strategies and rich classroom examples; (2) Explores numerous texts by writers of color that are rarely included as required reading in literature courses; (3) Provides examples and illustrations of innovative ways to incorporate multicultural texts into an introductory literature course; (4) Incorporates epigraphs and questions that highlight each component of the LIST approach; and (5) Includes a critical essay that guides teachers through the process of teaching a complex postmodern novel (Junot Díaz's The Brief Wondrous Life of Oscar Wao). [Foreword by Carolyn Denard.]
- Published
- 2023
37. French Creative Theatre in a Course for Beginners: The Case of 'Finissez vos phrases!' by Jean Tardieu
- Author
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Crahay, Géraldine
- Abstract
This article discusses the benefits of theatrical texts in language courses for beginners. These original, fun, and yet challenging materials help learners develop linguistic and intercultural competencies and transferable skills such as critical thinking, problem-solving, and cooperation. Specifically, this article examines the use of Jean Tardieu's (2000/1955) short comedy "Finissez vos phrases!" in a French course for beginners at university level. The particularities of this play are its brevity and the incompleteness of its dialogues. I argue that studying Tardieu's (2000/1955) comedy allows learners to develop their communication skills by reading the whole play, watching a performance of the play, completing the dialogues, and performing their new version in front of the class. Moreover, "Finissez vos phrases!" familiarises learners with French conversational conventions and encourages them to think about the effectiveness of language. It also enhances their cooperative skills, lets them express their creativity and, ultimately, offers them a playful approach to learning French. [For the complete volume, "Literature in Language Learning: New Approaches," see ED608008.]
- Published
- 2020
38. Exploring Literary Texts to Develop Students' Creative Writing Skills: Proposed Activities for Spanish as a Foreign Language
- Author
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Martín de León, Carmen and García Hermoso, Cristina
- Abstract
Literary texts offer a rich environment for language learning that teachers can exploit to develop not only students' linguistic (pragmatic, discursive) and cultural skills, but also communication and creative skills. In our study, we have used literature with different writing activities that involved the use of students' imagination and creativity. In order to develop these skills, which require students' communicative competence as well as their imagination, we need for them to be able to create the meaningful contexts that lie within fictional stories. The assumption is that, as students become familiar with the characters in the novels, they will be able to recreate situations that make sense for those very stories, generating a shared world in which they could immerse themselves. In that shared world, they would be able to participate in possible dialogues and build stories that could have taken place, thus developing their creative and communicative skills. In this paper, we show how the literature-based learning activities that we have designed following this hypothesis have helped students empathise with characters in novels and imagine fictional worlds. Such new fictional worlds have in turn empowered students to communicate in Spanish in an authentic way, that is, in a way that is similar to that of the characters in the novels. [For the complete volume, "Literature in Language Learning: New Approaches," see ED608008.]
- Published
- 2020
39. Transnational Perspectives in the Italian Language Class: The Uses of Non-Native Literature to Develop Intercultural Competence
- Author
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Piantanida, Cecilia
- Abstract
This paper explores how a transnational approach to university language classes may help develop students' intercultural competence. Researchers have shown that the integration of literature in the language class has the potential to raise intercultural competence (Deardorff, 2006), especially when migrant and travel literatures are used (Matos, 2012, Paran, 2008). I present an empirical case study of the use of migrant literature in Italian in a Learning Unit (LU) for final-year undergraduate students of Italian language -- Common European Framework of Reference for languages (CEFR) C1/C2 (Council of Europe, 2001). After describing the context of the LU, I explain the rationale behind its design, outline its contents, and observe that the LU helps students to improve all canonical linguistic skills as well as intercultural abilities. [For the complete volume, "Literature in Language Learning: New Approaches," see ED608008.]
- Published
- 2020
40. Literature in Language Learning in the UK Context: From Current A-Levels to University
- Author
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Puig, Idoya
- Abstract
The aim of this paper is to look at the impact of recent reforms to the General Certificate of Secondary Education (GCSE) and Advanced Subsidiary (AS) curriculum in the UK, which included the teaching of literature in the language classroom in an attempt to make the study of languages more attractive and to better prepare students for university. The delivery of the new GCSEs and A-Levels has served to highlight new challenges, which are hampering the intended purpose of the reforms: language GCSEs and A-Levels are perceived as more difficult than other subjects and severe grading has been confirmed. Moreover, most teachers do not view the compulsory literature element positively. Conversely, academic studies confirm the value of literature in the study of languages and various initiatives demonstrate the attractiveness and effectiveness of literature in terms of increasing motivation and enhancing language skills. In this paper, we suggest some final proposals to improve this situation. [For the complete volume, "Literature in Language Learning: New Approaches," see ED608008.]
- Published
- 2020
41. Literature in Language Learning: New Approaches
- Author
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Research-publishing.net (France), Almeida, Ana Bela, Bavendiek, Ulrike, Biasini, Rosalba, Almeida, Ana Bela, Bavendiek, Ulrike, Biasini, Rosalba, and Research-publishing.net (France)
- Abstract
Which are the new directions in learning and teaching Modern Languages and English through literature? How can we use songs to talk about poetry in the language classroom, and how can creative writing workshops help with language teaching beyond the classroom? These are just a few questions addressed in this volume. Researchers and practitioners in Modern Languages and English as a Foreign Language share theory and their best practice on this pedagogical approach. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2020
42. Language and Literature Research in Regional Comprehensive Institutions. A Report by the Modern Language Association
- Author
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Donlon, Anne, Ecklund, Angela, Haller, Julian, and Wade, Julie Frick
- Abstract
The MLA's report "Language and Literature Research in Regional Comprehensive Institutions" identifies and documents the research support needs of faculty members in the disciplines of literature and language, cultural studies, and writing studies in the United States and its territories, focusing on institutions considered regional comprehensives under the Carnegie Classification of Institutions of Higher Education. This report reflects research conducted by MLA staff members as part of a larger project, cosponsored with Ithaka S+R as part of its ongoing Research Support Services program, which involved teams of librarians at fourteen colleges and universities in addition to the MLA team. The MLA's report identifies a need for increased support at regional comprehensive institutions in four major areas: undertaking public scholarship, discovery and access to research materials beyond home library collections, managing the workflow of scholarly research, and reducing professional isolation. Links to the reports from participating institutions and a capstone report prepared by Ithaka S+R can be found at the end of the MLA report.
- Published
- 2020
43. 'Academics Who Use Narrative Are the Best' Using Narrative Texts in Higher Education Classrooms
- Author
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Esther Atsen
- Abstract
Researches conducted on narrative as it relates to learning overwhelmingly agree on its benefit for learners. Benefits include better comprehension, retention, persuasion, meaning-making, and wisdom for navigating the world. Themes in the literature relating to narrative and epistemology include narrative theory, narrative identity, narrative construction of reality, narrative knowledge, narrative paradigm, narrative emotion, narrative imagination, narrative reasoning, and narrative interpretation of reality. However, the practice of using narrative material to teach in higher education classrooms remains limited. This study, therefore, explored how higher education academics practice using narrative materials in their classes; its value for their practice and how they evaluate that. Discoveries in the study confirmed that narrative materials help to create imaginative transformation in a classroom. It is both a way of knowing and thinking; a way to articulate some knowledge that are impossible to articulate apart from narrative. It also confirmed that employing narrative materials in a classroom communicates values rather than mere facts, thus contributing to the ethical dimension of knowledge. Narrative materials make education holistic. This, in some cases, includes spiritual formation as students grow in their knowledge, understanding, and commitment to Christ. Additionally, academics who employ narrative in their teaching discover that it helps them achieve their learning objectives more effectively and long-term. Students remember clear understanding and wisdom they gained from their teaching long after they graduate. A robust academic engagement in higher education is possible if academics invite their students into dialogue in ways that students can engage with and own their learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
44. 'I'm Kind of Woke': A Teacher Action Research Study of a Social Justice Literature Course in a Privileged Community
- Author
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Bardes, Angela Susan
- Abstract
The many manifestations of social justice education center the experiences of the marginalized and oppressed to create a more democratic society. In recent years, scholars have begun to argue that privileged students, not the marginalized, should be the target of social justice education, advocating for a pedagogy that puts the onus on the privileged to dismantle white supremacy and other systems of oppression. This teacher action research study uses social and cultural capital theory and critical race theory, specifically critical whiteness studies, to analyze the experiences of high school seniors enrolled in a new social justice literature course in a privileged community in northern New Jersey. Using ethnographic and action research methods, including fieldnotes, interviews, student work artifacts, audio of class discussions, personal reflections, and more, this study explores how privileged students and their teacher navigate an English language arts curriculum that deals with social justice issues. The research questions guiding this study were: 1) How do students in a privileged community experience social justice curriculum and pedagogy in their English class? and 2) How does the teacher experience and make sense of teaching a course dealing with social justice issues within the sociopolitical context of a privileged school district? Findings revealed the complex role of whiteness in a class comprised of mostly White and Asian American students; the effects of personalizing social justice issues for privileged students; the importance of planning for students to reflect on and analyze their personal experiences and conceptions of privilege; and how to foster a classroom environment that allows for the discomfort and vulnerability necessary for real social justice learning to occur. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
45. Culturally Responsive Approaches to the Teaching of Literature in Secondary English Classrooms: A Policy Research Brief
- Author
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National Council of Teachers of English (NCTE), James R. Squire Office of Policy Research, Mirra, Nicole, Macaluso, Michael, Morrell, Jodene, and Scherff, Lisa
- Abstract
While text selection is indeed a crucial choice that transmits explicit and implicit messages to students about what literature is and why it matters, it remains one element that needs to be put into conversation with a broader set of considerations in order for educators to fully grapple with the nature and purpose of rigorous and transformative literature instruction. This brief is organized to address this full range of considerations, encompassing: (1) Purpose: Why should educators teach literature? (2) Practice: How should educators teach literature? and (3) Picks: What literature should educators teach? The principles promoted in this brief to guide the teaching of literature in the secondary English classroom are grounded in specific values that reflect how the authors interpret the role of public education in U.S. society. The authors structure their discussion of purpose, practice, and picks of literature instruction within what they consider to be the fundamental promise of literacy education--the cultivation of critical knowledge, skills, and dispositions that young people can leverage to design a more equitable, just, and empathetic democratic future.
- Published
- 2023
46. The Voice of Community: Nurturing Personal and Professional Communities on Voxer among AP Literature Teachers during the Pandemic
- Author
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Tia Miller
- Abstract
The COVID-19 pandemic interrupted education around the world. During that time, teachers often turned to online communities to compensate for an inability to connect with in-person professional communities. This study aims to highlight a single, successful online community of AP Literature teachers who use the app Voxer to communicate. The purpose of this project was to provide insight into how this group creates personal and professional community, and how they specifically did so during the first year of the COVID-19 pandemic. Data for this ethnography was collected from the group's posts on the Voxer app from March 11, 2020 to June 30, 2021. Semi-structured interviews were also conducted with nine of the active members of the group between November 2022 and January 2023. Reasons for the success of the group as a personal community include a high level of voluntary self-disclosure, community ritual, and shared experiences. Reasons for the success of the group as a professional community include respect for the collective expertise of the members and their willingness to share resources and ideas freely. The group was successful navigating the pandemic because they already had an established community that was able to shift to supporting its members' unique needs for resources but also emotional support during the crisis. For the professional community and the community as it dealt with the pandemic, the group's geographical distance from each other was found to be an advantage. The findings of this study indicate a need for teachers to find and/or establish a strong community, preferably with an online component, before the next crisis hits. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
47. A Quantitative Study of High School Virtual Learning
- Author
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Christine T. Marsden
- Abstract
High schools sought to meet the demands of physical distancing and movement restrictions due to COVID-19. Given this unexpected situation, the researcher designed a quasi-experimental ex-post facto study to compare student outcomes from the Pennsylvania Keystone Examinations for Biology and Literature delivered in face-to-face (F2F) and virtual formats. The study aimed to determine whether teaching modality had a greater impact on the Academic student groups rather than the Honors or Accelerated level groups of students. The standardized tests were administered to 959 high school students in 2019 and 2021. The results are reported for different levels of learning: Academic, Accelerated, and Honors. An independent-samples t-test found that the mean score of the PA Keystone Biology and Literature Exams were not significantly different between face-to-face and virtual learners, indicating a trivial effect size. Students in F2F learning environments scored similarly to students from virtual learning environments in both the Biology and Literature exams. The study also found that Honors and Accelerated students had a higher level of performance than those in Academic courses. An ANOVA revealed a statistically significant difference in mean exam scores between the three different levels of learners on their overall PA Keystone Biology and Literature Exam scores. The Honors student group scored significantly higher than the Accelerated and Academic student groups, and the Accelerated student group scored significantly higher than the Academic student group. Additional ANOVA tests for the subscores found similar significant differences between the three groups. The study suggests that online distance education can be an effective mode of learning for high school students, with similar outcomes in F2F learning environments. Furthermore, higher-performing students may benefit more from virtual learning environments, while lower-performing students may require additional support in these environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
48. Exploring English Language Arts (ELA) Student Experiences with Virtual Reality (VR) Activities
- Author
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Aimee Trieu
- Abstract
Technological advancements continue to present a variety of learning opportunities for students. The purpose of this interpretative phenomenological analysis (IPA) study is to seek an understanding about students' experiences with a virtual reality (VR) activity in an Advanced Placement English course. Analyzing the observations and interactions the participants underwent with VR through this methodology informs the story of their journey with the technology. Their immersion in the VR environment not only emphasizes active learning and experiential learning theoretical concepts but also demonstrates the learners' development of the active reading skill of making connections. Text-to-text, text-to-self, and text-to-technology connections are actively engaged while immersed in VR activities which also sparks curiosity and creativity during gameplay. Through a simulation that mimics the literature they read, students obtain autonomy over their own learning to construct their understanding of the context, may develop their own sense of identity, and may feel compelled to share their experience with others due to the options VR activities offer to the player. The benefits of this study may help educators understand students' interpretations of VR and ways in which they engage with interactive digital activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
49. Humanizing English Language Arts Content Using a Social-Emotional Learning Approach
- Author
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Thayre, Marisol
- Abstract
In light of an increased focus on the importance of soft skills to academic achievement and success later in life, educators are looking towards social-emotional learning (SEL) as a means for addressing the diverse needs of students. This qualitative study was aimed at understanding how secondary English Language Arts (ELA) teachers use literary texts in their classrooms to enhance social-emotional learning, specifically, their training, text selection processes, and methods for articulating and assessing ELA and SEL outcomes. A multiple-case study design featuring semi-structured interviews, classroom observations, and content analysis of curricular materials was used to develop a robust understanding of the processes, resources, and motivations of three SEL-minded secondary English teachers. The results revealed that the participants had similar reasons and motivations for infusing their content curriculum with SEL, but had little formal training or resources to draw from. The participants relied on their knowledge of and relationships with their students to select appropriate texts for instruction and reported relevance and perspective-taking as major influences on the texts they chose to feature in their classrooms. While the participants could clearly identify and assess their students' success with ELA outcomes, they did not have a shared definition of what SEL was, nor were there clear outcomes and methods for assessing growth in social-emotional skills. The study results indicate a need for purposeful training in the use of SEL in the content classroom, which may include a shared and consistent SEL model and accompanying standards across schools or districts, as well as an established tool for measuring SEL outcomes. Additionally, this study highlights the importance of leveraging student-teacher relationships in creating student-centered and standards-based curriculum that addresses the needs of the whole child. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
50. Supporting LGBTQ+ ELA Students through Action Research
- Author
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Mustaccio, Nicole
- Abstract
English Language Arts curriculums traditionally include canonical authors such as Walt Whitman, Langston Hughes, and William Shakespeare. However, educators may not discuss the writers' nonnormative sexuality. Moreover, educators may avoid teaching literature from a queer perspective, whether due to discomfort with LGBTQ+ terminology or because of a lack of professional development opportunities related to queer authors and queer theory. In response to this problem of practice, I conducted this action research study to change the heteronormative culture at my high school. By providing professional development to fellow English Language Arts teachers, I sought to encourage the inclusion of LGBTQ+ authors and themes. Data sources included pre and post surveys with Likert-scale and open-ended questions, as well as a researcher journal. The professional development sessions focused on LGBTQ+ terminology, heteronormativity, gender identity, sexual orientation, and queer theory and offered sample lessons to help the teachers analyze literature through a queer perspective. The study confirmed English Language Arts teachers lack comfort and knowledge to incorporate LGBTQ+ authors and queer theory into their classrooms and pedagogy. Therefore, I recommend targeted professional development focusing on LGBTQ+ terminology and history, heteronormativity, queer theory, and lessons on incorporating LGBTQ+ authors and texts to help challenge heteronormative culture and increase English Language Arts teachers' knowledge and comfort. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
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