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Full-Text Articles in English Language and Literature
To Read Or Not To Read: Navigating Young Adult Literature In The Classroom In The Age Of Trigger Warnings And Banned Books, Ashley Sell
Honors Projects
Most public school libraries or English classrooms celebrate Banned Books Week during the school year, featuring dozens of Young Adult novels that have been challenged or banned in public schools across the country. However, books aimed towards young readers are typically not optimized for educational use in the classroom. In this project, I will explore the benefits of using Young Adult literature in the classroom, while also investigating the obstacles that one might face in order to do so, i.e. censorship, sensitive subject matter. I also want to summarize and respond to an argument for the retainment of classic literature …
Poetry Beyond The Page: A Case For Spoken Word Poetry In Florida's Secondary Classrooms, Sarah Matherly
Poetry Beyond The Page: A Case For Spoken Word Poetry In Florida's Secondary Classrooms, Sarah Matherly
Senior Honors Theses
Florida’s B.E.S.T. Standards, Florida’s most recent K-12 educational standards to promote literacy, lack the rising art of Spoken Word Poetry. However, Florida’s Department of Education should integrate Spoken Word into Florida’s Secondary curriculum. Spoken Word Poetry, by its definition, holds researched benefits that align with the B.E.S.T. Standard’s poetry recommendations and literacy-centered goals. In light of such benefits, Florida’s Department of Education should consider various Spoken Word poets and poems to include in Florida’s Secondary Curriculum, as well as explore the resources and integration methods included in this thesis for both teachers and students.
Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle
Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle
Antioch University Dissertations & Theses
Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data …