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

Language and Literacy Education Commons™

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

Secondary Education

Institution
Keyword
Publication Year
Publication
Publication Type
File Type

Articles 31 - 60 of 524

Full-Text Articles in Language and Literacy Education

Drawing Disintegration: A Twice-Exceptional Individual’S Autoethnographic Inquiry Into Graphic Narrative Creation As A Tool For Processing Trauma, Natalie J. Krusemeier Nov 2025

Drawing Disintegration: A Twice-Exceptional Individual’S Autoethnographic Inquiry Into Graphic Narrative Creation As A Tool For Processing Trauma, Natalie J. Krusemeier

LSU Doctoral Dissertations

This autoethnographic study explores the researcher’s lived experience of childhood trauma as a twice exceptional individual with an arts-based autoethnography research design, specifically in the form of graphic narrative. Grounded in Dabrowski’s Theory of Positive Disintegration (TPD), this study examines how emotional and sensory intensity, overexcitability (OE), and psychological disintegration intersect with twice-exceptional (2e) identity development and identity authenticity potential. Data sources include personal artifacts from childhood and adulthood—journals, letters, graphic narrative, documents, and photographs—alongside reflective writings and completed graphic narrative pages. Using descriptive coding and TPD’s developmental levels as analytic lenses, the study interprets the processes of disintegration and …

Go to article

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray Nov 2025

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

Go to article

Lexical Density And Readability Of Reading Texts In English For Nusantara Eight Grade Textbook, Amin Basir, Hanifa Nurliasari, Sutiadi Rahmansyah, Hendi Hidayat Nov 2025

Lexical Density And Readability Of Reading Texts In English For Nusantara Eight Grade Textbook, Amin Basir, Hanifa Nurliasari, Sutiadi Rahmansyah, Hendi Hidayat

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

Reading is crucial for learning as it allows students to comprehend texts across various subjects. Effective texts play a significant role in enhancing students' reading skills. To determine suitable reading materials for students, evaluating lexical density and readability is essential. This study examines the lexical density and readability of reading passages in the “English for Nusantara” textbook used by eighth-grade students. A qualitative descriptive method and content analysis were used in this research, by analyzing 20 selected texts from each chapter of the textbook. The study aims to (1) assess the lexical density of the selected passages, (2) evaluate their …

Go to article

The Furious Flower Poetry Center: Teaching The Worlds Of Black Poetry To High School Students, Mary Beth Cancienne Phd, Hermione Dewitt, Zoe Mcdowell, Kaleigh D. Phelps, Liz Shanks James Madison University Oct 2025

The Furious Flower Poetry Center: Teaching The Worlds Of Black Poetry To High School Students, Mary Beth Cancienne Phd, Hermione Dewitt, Zoe Mcdowell, Kaleigh D. Phelps, Liz Shanks James Madison University

Virginia English Journal

This article titled The Furious Flower Poetry Center: Teaching the Worlds of Black Poetry to High School Students features lesson plans that high school English graduate candidates wrote in a high school English methods course after participating in the decennial Furious Flower Poetry Conference in September of 2024 at James Madison University. High School poetry lessons featured are based on the poetry of Gwendolyn Brooks, Jericho Brown, Nikki Giovanni, Sophia Elhillo, DaMaris B. Hill, Darrel Alejandro Holnes, and Yalie Kamara. Poetic themes and craft taught and discussed in the lesson plans include identity, language, culture, hope, symbolism, tone, diction, and …

Go to article

Better Together: Including Students In High School English Language Arts Course And Curriculum Design, Katelin E. Held Sep 2025

Better Together: Including Students In High School English Language Arts Course And Curriculum Design, Katelin E. Held

Doctorate in Education

This qualitative action research study examined how having students cocreate secondary English Language Arts (ELA) curriculum alongside teachers influenced student engagement and ownership of learning and staff attitudes toward cocreation. Conducted in a Midwestern U.S. public high school ELA department, the study involved four student and four educator participants, all of whom engaged in restorative-style focus groups with a larger number of students and teachers to collaboratively generate ideas for new course offerings. The study students and adults then participated in small-group semi structured interviews. Data were collected through audio-recorded group discussions, individual interviews, and researcher memos and were analyzed …

Go to article

10 Things We Love/Hate About Ai For Writing Instruction, Jenelle Williams, Katherine Cottone, Brian Dalton Sep 2025

10 Things We Love/Hate About Ai For Writing Instruction, Jenelle Williams, Katherine Cottone, Brian Dalton

Michigan Reading Journal

As artificial intelligence continues to reshape the educational landscape, its role in writing instruction elicits both enthusiasm and apprehension among educators. This article, “10 Things We Love/Hate About AI for Writing Instruction,” explores the complex dynamics of integrating AI tools into the teaching of writing. Drawing from classroom experiences, educator reflections, and student interactions, it highlights the benefits of AI—including personalized feedback, increased writing fluency, and support for diverse learners—while also acknowledging concerns such as diminished student agency, ethical implications of authorship, and overreliance on automated systems. By presenting a balanced perspective, the article invites educators to critically examine how …

Go to article

From Belief To Practice: Building A Culture Of Disciplinary Literacy, Bradley Stabler, Ruth Poulos Sep 2025

From Belief To Practice: Building A Culture Of Disciplinary Literacy, Bradley Stabler, Ruth Poulos

Michigan Reading Journal

This article tells the story of how Pontiac High School began building a stronger focus on reading, writing, and thinking in every subject. The work started with a few shared questions, not a detailed plan. A small group of teachers and coaches came together to figure out how to help students think more deeply and express their ideas more clearly. Over time, they led staff-wide efforts that included planning lessons together, visiting each other’s classrooms, and trying out new teaching moves. Feedback from students and staff helped guide the work. Along the way, teachers began to shift their instruction, and …

Go to article

Ai-Enhanced Structured Literacy Intervention For Secondary Students: A Case Study Of Science Of Reading, Jennifer Bird Aug 2025

Ai-Enhanced Structured Literacy Intervention For Secondary Students: A Case Study Of Science Of Reading, Jennifer Bird

Teaching & Learning Faculty Publications

This study examines the effectiveness of Lexia PowerUp, an AI-powered literacy program, for sixth-grade students requiring Tier 3 reading intervention. Seven sixth-grade students (six boys, one girl; five African American, two Caucasian; all qualifying for free/reduced lunch) participated in a six-month intervention combining 50 minutes of daily small-group instruction with individualized Lexia PowerUp usage. Researchers measured progress through Achieve 3000 Lexile assessments and Lexia PowerUp performance data across three skill strands: Word Study, Grammar, and Comprehension. All participants demonstrated Lexile level improvements from beginning-of-year to mid-year assessments, though students remained below sixth-grade benchmarks (925-1070L). Analysis of Lexia PowerUp progression showed …

Go to article

Dialogic Instruction: Teachers Can Have Their Cake, And Eat It, Too, Rebecca L. Lee Aug 2025

Dialogic Instruction: Teachers Can Have Their Cake, And Eat It, Too, Rebecca L. Lee

Language Arts Journal of Michigan

Dialogic instruction is a talk-intensive approach to learning and teaching that is student-centered and discussion-based, promoting collaboration and academically productive conversations. Recently, educators across the country have increased the amount of time spent preparing students for standardized assessments, which often reduces teaching and learning to test preparation. While this tension suggests that teachers must choose between good teaching or good test scores, dialogic instruction is a promising practice that can enhance students’ reading comprehension outcomes while centering student choice and valuing student voice. Research shows dialogic instruction is most effective when teachers a) co-create a conducive classroom climate, b) incorporate …

Go to article

Young Adult Literature As A Catalyst For Empathy, Engagement, & Empowerment: A Generational View, Amanda Stearns-Pfeiffer, Ashleigh S. Dubie, Catherine J. Miller Aug 2025

Young Adult Literature As A Catalyst For Empathy, Engagement, & Empowerment: A Generational View, Amanda Stearns-Pfeiffer, Ashleigh S. Dubie, Catherine J. Miller

Language Arts Journal of Michigan

Abstract: This article is a glimpse into Young Adult Literature (YAL) pedagogy from a generational perspective. One university professor and two of her former students describe the processes, pedagogies, and challenges of introducing YAL theory, texts, and topics in university methods courses, as well as in the secondary English Language Arts (ELA) classroom. The former students will report on how they have taken ideologies and lessons learned from their university methods courses and implemented YAL in their ELA classrooms during their intern teaching semesters. Finally, the importance of including YAL in our classrooms in order to build empathy, engagement, and …

Go to article

Revitalizing Literary Engagement: Innovative Approaches To Teaching Willa Cather In High School English Classes, Sarah Hoyt, Phu Vu Aug 2025

Revitalizing Literary Engagement: Innovative Approaches To Teaching Willa Cather In High School English Classes, Sarah Hoyt, Phu Vu

Language Arts Journal of Michigan

This study explores methods to enhance student engagement and interest in high school English literature classes, focusing on the analysis of Willa Cather's novels. It addresses the challenge of motivating students to engage deeply with full-length novels, crucial for cultural and literary education. Employing a qualitative approach and triangulated data sources, the study reveals significant improvements in student engagement, comprehension, and literary analysis. Additionally, students demonstrated a heightened ability to connect with the themes and characters in the prose.

Go to article

Ela Pre-Service Teachers Composing For Change: Public Letter Writing As Activist Endeavor, Mike P. Cook, Gail Harper Yeilding, Lindsey Ives Jul 2025

Ela Pre-Service Teachers Composing For Change: Public Letter Writing As Activist Endeavor, Mike P. Cook, Gail Harper Yeilding, Lindsey Ives

Teaching/Writing: The Journal of Writing Teacher Education

This study of five English Language Arts pre-service teachers draws on critical literacy and collective case study methods to examine how they talk about their own experiences with public letter writing as part of their writing methods course and they ways they perceive public letter writing as an activist endeavor. Our findings noted three interwoven themes—agency, advocacy, and focus on students—where participants talked about public letter writing as a way to develop and utilize agency, which allows them to advocate for students, teacher, themselves, education, etc. and to focus on students, especially as it relates to writing and writing instruction. …

Go to article

Redefining Rural Representation In Short Story Anthologies: Using Short Stories To Highlight Rural Counterstories, Brittany Gargano-Smith, Jenna Spiering Jul 2025

Redefining Rural Representation In Short Story Anthologies: Using Short Stories To Highlight Rural Counterstories, Brittany Gargano-Smith, Jenna Spiering

The Rural Educator

This article explores the importance of incorporating diverse rural short stories into English language arts (ELA) curricula to foster empathy, understanding, and connection among students. It addresses underrepresentation and lack of variety in rural stories within publishing and traditional curricula, which affects rural students’ sense of identity and belonging. Through exploration of rural short story anthologies, the authors highlight the significance of counterstories that depict the intersectional dimensions of rural life, including geography, race, ethnicity, sexual orientation, socioeconomic background, and abilities. By amplifying contemporary rural voices and complicating stereotypes, educators can create more inclusive learning environments that validate diverse experiences.

Go to article

Teachers' Feedback And Students' Emotional Wellbeing In Writing Courses, Amar Bahadur Sherma Jun 2025

Teachers' Feedback And Students' Emotional Wellbeing In Writing Courses, Amar Bahadur Sherma

Journal of English Learner Education

While feedback is a corrective business in every sphere of human life, most students do not have a positive perception of teachers’ feedback. Previous studies have emphasized the relationship between students’ writing achievements and the effectiveness of teachers’ feedback. However, no substantial research on how teachers’ feedback affects students’ emotional well-being has been undertaken. This article examines the relationship between students’ understanding of their teachers’ feedback on their writing assignments and emotional wellbeing. Data was collected from (N = 63) Nepali undergraduate students through Google Forms. The Forms consisted of structured and unstructured questions. According to the data, a mismatch …

Go to article

Transforming Future Classrooms: Exploring Mainstream Candidates’ Self-Efficacy, Amanda Nelms Jun 2025

Transforming Future Classrooms: Exploring Mainstream Candidates’ Self-Efficacy, Amanda Nelms

Journal of English Learner Education

The nationwide shortage of teachers is having a profound impact on schools across the country. In addition, many teacher candidates are entering the profession without adequate preparation to effectively work with MLs, potentially exacerbating challenges faced by this student population. One innovative approach to teacher preparation is the implementation of Grow Your Own (GYO) programs. This study contributes to the growing body of literature on GYO programs by focusing on the self-efficacy of secondary mainstream teacher candidates in teaching MLs. This mixed-methods study collected data throughout a course centered on research-based instructional practices for MLs. The Wilcoxon Signed Rank Test …

Go to article

Centering English Language Learners’ Literacy Through The Use Of Ai-Powered Tools To Enhance Teacher And Student Success, Shalander Samuels, Alecia Blackwood Jun 2025

Centering English Language Learners’ Literacy Through The Use Of Ai-Powered Tools To Enhance Teacher And Student Success, Shalander Samuels, Alecia Blackwood

The Language and Literacy Spectrum

There has been an increase in the number of English Language Learners (ELs) and, therefore, an increase in the number of linguistic diversities in the general classroom nationwide (Clark-Gareca et al., 2020; Cullen, 2015). Technology has been utilized to promote and support English Learners' success as it can be a significant tool for scaffolding and differentiating instruction (Abobaker & Moleta, 2025; Wolf et al., 2016). Artificial Intelligence (AI), to be specific, has emerged as transformative when supporting ELs across K-20 academic spaces, especially with the increasing demand to integrate technology into learning. AI creates pathways to effectively support the needs …

Go to article

Phenomenological Inquiry: High School English Language Arts And Reading Professional Development Design And Delivery, Michelle Jestice Jun 2025

Phenomenological Inquiry: High School English Language Arts And Reading Professional Development Design And Delivery, Michelle Jestice

Electronic Theses and Dissertations

This qualitative, phenomenological inquiry aimed to understand the overall essence of public high school English language arts and reading professional development design and delivery from an inclusive, sociocultural, responsive theoretical lens. The lens extended previous scholarship, combining six educational concepts and theories to develop an ideological framework for high school English language arts and reading professional development design and delivery. They include Vygotsky’s (1978) sociocultural theory, Knowles’ (1978) andragogy, Shulman’s (2013) content-pedagogy-curricular contextualization, Hammond’s (2015) culturally responsive teaching, Bennett’s (1986) intercultural competencies, Smale-Jacobse and others’ (2019) and Tomlinson and others’ (2003) concepts of differentiation: referred to as SACReD. A central …

Go to article

Refugee Student Perspectives On Educators’ Role In Fostering Resilience In U.S. Schools, Ann Marsh, Clementine Msengi, Sandra Harris Jun 2025

Refugee Student Perspectives On Educators’ Role In Fostering Resilience In U.S. Schools, Ann Marsh, Clementine Msengi, Sandra Harris

Tapestry: Journal of Research in Education

This qualitative study focused on five individuals who arrived in the United States either as refugees from conflict areas or as asylum seekers already residing in the country. The refugees were from Afghanistan, and the asylum seekers were from Iran. The researchers employed a phenomenological approach to conduct in-depth interviews with refugees, asylum seekers, and parents of such students, all of whom had experienced attending school after their arrival in the United States. The research question explored the role of teachers, instructors, and professors in fostering resilience among refugee students. Consistent with existing literature, the findings indicated that the teachers' …

Go to article

Marveling At The Art Of Language: Centering Adolescents In Developing Disciplinary Literacy For Ela, Christina M. Ponzio May 2025

Marveling At The Art Of Language: Centering Adolescents In Developing Disciplinary Literacy For Ela, Christina M. Ponzio

Michigan Reading Journal

This article explores how we invite adolescents to be insiders in the discipline of ELA by inquiring together into the art of language. I begin with a brief overview of the varied perspectives, research and frameworks about the importance of apprenticing students’ into disciplinary literacy in ELA. Next, I share examples of authentic contexts, purposes, and audiences for inquiring into the art of language with adolescents across a school year and zoom into one unit through the lens of Moje’s (2015) 5E framework for designing inquiries that foster the development of students’ disciplinary literacy. I conclude with a “before and …

Go to article

Using Picturebooks To Promote Student Inquiry, Inferential Thinking, And Reading Comprehension In A 9th Grade Ela Classroom, William P. Bintz May 2025

Using Picturebooks To Promote Student Inquiry, Inferential Thinking, And Reading Comprehension In A 9th Grade Ela Classroom, William P. Bintz

Michigan Reading Journal

This article reports findings from a classroom-based, action research project that used one award-winning picturebook to promote student inquiry, inferential thinking, and reading comprehension in a 9th grade English/Language Arts classroom. It begins by describing a read-aloud experience that sparked my interest in developing and implementing an action research project, followed by an overview of action research as a research methodology. Next, it shares samples of work that resulted from students using three interrelated, instructional strategies with the picturebook to promote inquiry, inferential thinking, and reading comprehension. Then, it discusses major findings and implications and ends with concluding thoughts.

Go to article

Teaching Engaging Grammar Instruction In The High School English Classroom, Emily A. Erlbacher May 2025

Teaching Engaging Grammar Instruction In The High School English Classroom, Emily A. Erlbacher

Journal of Curriculum, Teaching, Learning and Leadership in Education

Grammar is a fundamental component in the content area of English Language Arts. Having a strong foundation in grammar is a critical stepping stone to writing clearly and communicating with success. Despite its importance, grammar is historically not the most engaging topic for high school students. My study, consisting of a seven week action plan involving the ninth graders in an English Language Arts classroom, sought to recognize this disengagement and work to combat it in order to improve students’ writing capabilities. More specifically, the purpose of my action research was to evaluate different grammar instructional strategies recommended in existing …

Go to article

Non-Esl High School Teachers’ Instructional Training And Professional Development Needs And Their Emergent Bilingual Student Classrooms, Brynn E. Caddell May 2025

Non-Esl High School Teachers’ Instructional Training And Professional Development Needs And Their Emergent Bilingual Student Classrooms, Brynn E. Caddell

Electronic Theses and Dissertations

The U.S. emergent bilingual student population continues to grow and is projected to increase nationwide. The growing population of students has specific academic and social needs that need to be addressed and provided for emergent bilingual students to be successful. This qualitative case study examined the instructional needs of high school non-English as a second language (ESL) teachers who serve emergent bilingual students and how the district can support the instructional practices of high school teachers in an urban school district in Texas. The problem addressed in this study was the lack of instructional training and professional development for secondary …

Go to article

Using Social Emotional Learning To Connect Social Awareness And Classic Literature, Erin Anderson Apr 2025

Using Social Emotional Learning To Connect Social Awareness And Classic Literature, Erin Anderson

Honors Projects

The following case study explores how social-emotional learning (SEL) teaching strategies enhance seventh-grade students’ engagement with classic literature during English Language Arts (ELA) class. Using S.E. Hinton’s classic novella The Outsiders as a foundation for this research, this study examines whether SEL-based lesson plans help adolescents make deeper connections between literature and their own lives. Two groups of students were compared in the study: one group received traditional, comprehension-based instruction, while the other participated in SEL-based assessments, encouraging perspective-taking and personal reflection. This study utilizes qualitative assessments like character analysis, reflection, and surveys to affirm that students who are exposed …

Go to article

Promoting College And Career Ready Readers And Writers: A Guide For English, Science, And Social Studies Teachers To Support Instruction Of Sat Reading And Writing Skills, David Fitzpatrick Apr 2025

Promoting College And Career Ready Readers And Writers: A Guide For English, Science, And Social Studies Teachers To Support Instruction Of Sat Reading And Writing Skills, David Fitzpatrick

Masters Projects

In Michigan and across the United States, student scores on the Evidence Based Reading and Writing section of the SAT have been steadily declining. This project responds to this decline by developing a set of resources for skills-based literacy instruction that English language arts, social studies, and science teachers can use to revise their approaches to teaching literacy skills. Highly effective curriculum design and literacy instruction strategies were reviewed to design guides, templates, and models for practicing high school teachers at all grade levels to adapt in order to improve literacy instruction in their classrooms. By scaffolding literacy skills across …

Go to article

We Speak Life Into Their Language: Black Educators’ Approaches To Linguistic Justice In Urban Secondary Ela Classrooms, Lakeisha A. Davis Apr 2025

We Speak Life Into Their Language: Black Educators’ Approaches To Linguistic Justice In Urban Secondary Ela Classrooms, Lakeisha A. Davis

Dissertations

This study explores how Black educators navigate linguistic justice, deficit thinking, and stereotypes in urban secondary English Language Arts (ELA) classrooms. Using a hermeneutic phenomenological approach, it examines how teachers affirm Black Language (BL) while balancing the demands of White Mainstream English (WME) in academic spaces. Findings reveal that although educators employ culturally affirming strategies, they face challenges from restrictive language policies and standardized assessments. To counteract these barriers, they adopt negotiation practices that support students’ linguistic and cultural identities. From these findings, the study proposes Dynamic Linguistic Uplift (DLU)—a new theoretical framework that illustrates how Black educators sustain BL …

Go to article

Ethnic/Racial Differences In Reading College Readiness: A Texas Pre- And Post-Pandemic Analysis, Neil A. Laminack, John R. Slate, Janene W. Hemmen Apr 2025

Ethnic/Racial Differences In Reading College Readiness: A Texas Pre- And Post-Pandemic Analysis, Neil A. Laminack, John R. Slate, Janene W. Hemmen

School Leadership Review

In this statewide multiyear investigation, the extent to which differences were present on the STAAR English I End-of-Course exam for Texas high school students as a function of their ethnicity/race (i.e., Asian, Black, Hispanic, and White) for the 2017-2018, 2018-2019, 2020-2021, 2021-2022, and 2022-2023 school years were examined. Archival data from the Public Education Information Management System were obtained for the two school years pre-pandemic (2017-2018 and 2018-2019) and the three years post-pandemic (2020-2021, 2021-2022, and 2022-2023). Across all five school years and on all three grade-level standards, Approaches, Meets, and Masters, Asian students met the standards at the highest …

Go to article

Economic Status Of Texas Grade 8 Emergent Bilingual Students And Reading: A Pre- And Post-Pandemic Investigation, Teresa A. Dealba, John R. Slate, Clare A. Resilla Apr 2025

Economic Status Of Texas Grade 8 Emergent Bilingual Students And Reading: A Pre- And Post-Pandemic Investigation, Teresa A. Dealba, John R. Slate, Clare A. Resilla

School Leadership Review

In this investigation, we examined differences in performance on the Texas state-mandated reading assessment for Emergent Bilingual students by their economic status (i.e., in poverty, not in poverty). Archival data were obtained from the Texas Education Agency Public Education Information Management System for Grade 8 students for the two pre-pandemic school years (2017-2018 and 2018-2019) and three post-pandemic school years (2020-2021, 2021-2022, and 2022-2023). A lower percentage of Emergent Bilingual students in poverty met the Grade 8 STAAR Reading Approaches Grade Level standard than Emergent Bilingual students not in poverty. For the Meets Grade Level and Masters Grade Level standards, …

Go to article

Rooted Writing: The Role Of Place In Rural Writing Identities, Layne Elise Ilderton Apr 2025

Rooted Writing: The Role Of Place In Rural Writing Identities, Layne Elise Ilderton

The Rural Educator

This article investigates the intricate dynamics of writing relationships among rural students, highlighting the profound impact of place and identity on their writing experiences. Using a mixed methods approach, the study explores how rural settings influence students’ self-perceptions, apprehensions, and preferences in writing, as observed through a survey administered in three rural high schools. Central to the findings is the observation that students demonstrate a notable decrease in writing apprehension when engaging with topics rooted in their personal and rural experiences. They also have auditory and social preferences for writing environment and feel restricted with stringent grammar requirements in writing. …

Go to article

Literacy For All: A Phenomenological Study On The Application Of Massachusetts Informational Reading Standards In Massachusetts Public High School Content-Area Disciplines, Abby S. Gillis Mar 2025

Literacy For All: A Phenomenological Study On The Application Of Massachusetts Informational Reading Standards In Massachusetts Public High School Content-Area Disciplines, Abby S. Gillis

Doctor of Education Program Dissertations

The purpose of this phenomenological qualitative study was to describe the lived experiences of Massachusetts public high school content-area teachers with applying Massachusetts informational reading standards in their instructional practices to support reading development for all students. This qualitative study utilized data collected from six Massachusetts public high school content-area teachers through one-on-one semi-structured interviews. The literature review applied the theoretical framework of SFL which focuses on the practice of studying texts through the social and cultural context of the text, in this case, in content-area curricular texts and resources. Themes focused on national and local informational reading standards, reading …

Go to article

Cultivating Community: A Mixed-Methods Study Examining Community Literacy Practices In The Secondary Ela Classroom, Anna Heilers Mar 2025

Cultivating Community: A Mixed-Methods Study Examining Community Literacy Practices In The Secondary Ela Classroom, Anna Heilers

Undergraduate Theses

Past research on the relationship between community literacy and schooling has emphasized how educators can use community-based prior knowledge to teach students the privileged literacies associated with academia. Some researchers have discussed the potential for university-community partnerships that are mutually beneficial, but few have explored possibilities for change in the high school setting. Utilizing 24 survey responses and 2 interviews, this study sought to answer the following questions: Do high school class experiences have any impact on students’ community literacies? If they do, do they support or hinder their growth? I analyzed data using a combination of correlational analysis, axial …

Go to article

First Prev Next Last