Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 9 of 9

Full-Text Articles in Education

Speakup: The Power Of Writing And Turning Toward Trouble With Young People, James E. Fredricksen, Amanda Micheletty, Nicholas Darlinton Aug 2018

Speakup: The Power Of Writing And Turning Toward Trouble With Young People, James E. Fredricksen, Amanda Micheletty, Nicholas Darlinton

Language Arts Journal of Michigan

When a group of rural teens meet regularly out-of-school to write for social change in their communities, they inquire into those recent moments when they did or did not choose to speak up. This article describes some of the conceptual tools and practical classroom implications for three teachers who participate with SpeakUP. In particular, this piece argues that when young people turn toward trouble together, specifically when they do or do not decide to speak up, they can identify their assumptions and expectations, notice how power is working in both visible and invisible ways, and consider multiple possibilities for future ...


Advocating For The Affective: Writing Hope Into School Spaces, Nicole Sieben May 2018

Advocating For The Affective: Writing Hope Into School Spaces, Nicole Sieben

Language Arts Journal of Michigan

Several scholars in the field of English education advocate for student voice and emotion to take precedence in our English language arts (ELA) classrooms. Because emotions are inextricably tied to learning processes (Smagorinsky, 2017), we know that we cannot effectively teach English language arts unless we consider the affective components of our students’ educational experiences. When students are given opportunities to access the deepest parts of themselves, they can then begin to unpack their full potentials as critical readers, writers, and thinkers in the world. This piece provides several frameworks and strategies for teaching with affective advocacy in mind in ...


Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab May 2018

Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab

Language Arts Journal of Michigan

Even with weeks of building a classroom community and deliberate instructional scaffolding, students may not engage in thoughtful peer review. One teacher discovers how he must place a deep, intentional value on the feedback itself—and the writers who provided it to one another.


What Will You March For?, Erinn Bentley, Madison Workman May 2018

What Will You March For?, Erinn Bentley, Madison Workman

Language Arts Journal of Michigan

Every single day people in this country are advocating – from protesting racism, to fighting for or against legislation, to holding large scale marches in Washington, D.C., to posting a simple Tweet. In this article, two educators will describe how they transformed a "traditional" research paper into a project focused on real-world advocacy. In this project, students analyzed effective persuasive writing in a variety of mediums, conducted research on a topic of personal interest, and composed both a traditional research paper and a protest medium focused on their chosen topic.


“All The Kids We Are Most Concerned About”: Putting The At-Risk At Greater Risk By Teaching To The Common Core, Brian White, Lindsy Matteoni May 2018

“All The Kids We Are Most Concerned About”: Putting The At-Risk At Greater Risk By Teaching To The Common Core, Brian White, Lindsy Matteoni

Language Arts Journal of Michigan

A major, stated goal of the Common Core State Standards (CCSS) for the English Language Arts (ELA) is to provide equal, quality education in literacy for all students in order to reduce opportunity gaps and to prepare high school graduates of all backgrounds and all levels of ability for the demands of college and career. The authors of the CCSS claim that the ELA Standards raise the literacy bar for all students without either constituting a literacy curriculum or dictating literacy pedagogy. However, in both their publications and their public presentations, the CCSS authors have consistently denigrated certain teaching strategies ...


Student-Centered Approaches To Teaching Grammar And Writing, Lindsay J. Jeffers Nov 2017

Student-Centered Approaches To Teaching Grammar And Writing, Lindsay J. Jeffers

Language Arts Journal of Michigan

This article questions the continued reliance on traditional approaches to the teaching of grammar, particularly the memorization of parts of speech and grammar rules. Years of studies show that grammar instruction out of the context of writing is detrimental to students. Despite much progress toward student-centered instruction, traditional methods of teaching grammar are still a cornerstone of writing instruction in many English classes. The article suggests more effective, student-centered approaches that focus on students developing as writers and readers. Through modeling and inquiry, students focus on writing as a craft and make choices as writers. It’s essential that research ...


Of Lizards And Language, Bernadette Gongora May 2017

Of Lizards And Language, Bernadette Gongora

Language Arts Journal of Michigan

No abstract provided.


A Tapestry Of Eyes In The Literacy/Literature Class, Gregory Shafer May 2017

A Tapestry Of Eyes In The Literacy/Literature Class, Gregory Shafer

Language Arts Journal of Michigan

It is essential that language arts classes make room for different voices, different cultures, and new settings for writing. This paper examines ideas and methods for expanding the discourse and refers to Morrison's Bluest Eye as a way to appreciate the dilemma our students face.


The International Baccalaureate Learner Profile: A Social Justice Framework In The English Language Arts Classroom, Kristin Sovis, Sarah Pancost May 2017

The International Baccalaureate Learner Profile: A Social Justice Framework In The English Language Arts Classroom, Kristin Sovis, Sarah Pancost

Language Arts Journal of Michigan

“The International Baccalaureate Learner Profile: A Social Justice Framework in the English Language Arts Classroom," highlights the story of an expert secondary ELA teacher as she navigates the political climate in the wake of the 2016 presidential election. Through narrative, classroom anecdote, and pedagogical reflection, this story offers readers an authentic portrait of the complex decisions that face teachers as we navigate tenuous political terrain in our classrooms. Central to this story is the International Baccalaureate (IB) Learner Profile (LP), which is the framework from which this teacher operates: the IB LP serves as both the anchor and guide for ...