Language and Literacy Education Commons^™

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, …

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. …

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 …

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 …

Finding “Heart, Hope, And Humanity” At The 2024 Ncte Annual Convention, Hermione Dewitt, Ellie Fisher, Zoe Mcdowell, Kaleigh D. Phelps, Liz Shanks, Haley Smiley, Mark A. Lewis, Melanie Shoffner

Virginia English Journal

Six teacher candidates from James Madison University’s secondary ELA teacher education program reflect on their take-aways from the 2024 NCTE Annual Convention through the lens of the convention theme: Heart, Hope, and Humanity.

“We Don’T Have To Take Things So Seriously”: Humor, Queer Livability, And Homonormativity For A Rural English Language Arts Teacher, Brandon Haskey-Valerius, Ryan Schey

The Rural Educator

Extending and challenging existing research about LGBTQIA+ life in rural educational contexts, this ethnographically informed qualitative study describes how Lulu—a white, cisgender, queer secondary English language arts teacher in a rural, public school in the Midwest—discursively constructed the functions of her humor with respect to teaching, queerness, and their interrelations. Drawing on social theorizations of humor, particularly queer theorizations of humor, this article argues that Lulu described her humor as having three functions: building relationships, facilitating learning, and opening possibilities for queerness. These findings illustrate tensions in that Lulu leveraged humor to build a livable, joyous career in which she …

What Happened When I Took Calculus For The First Time At Age 47, Britt Kaufmann

Journal of Humanistic Mathematics

These five poems are inspired by being in high school math classes and could be used in the classroom for cross-curricular enrichment.

Developing Adolescent Word-Level Knowledge: Challenges And Opportunities In Professional Learning With Secondary Educators, Jenelle Williams

Michigan Reading Journal

This article aims to highlight the research base for disciplinary literacy approaches, emphasize foundational literacy components that apply to the majority of adolescent learners, and propose tangible approaches to attend to morphological development in multiple academic disciplines. The article will conclude with a call for additional research into the role of morphological awareness in strengthening adolescent reading comprehension, as well as further study of the implications for systemic approaches across all disciplines in secondary educational settings.

Theorizing “Reflection” And “Refraction” For Teaching Argumentative Writing About Literature In The Secondary English Language-Arts Classroom, Matt Seymour

Journal of Educational Research and Innovation

This study theorizes two new constructs—“reflection” and “refraction”—for teaching argumentative writing about literature in secondary classrooms. Derived from a year-long ethnographic study and through contextualized analysis of a student's essay, it examines a Latinx student's argument about the novel Sing, Unburied, Sing. The analysis that follows demonstrates how her writing was influenced by both conventional argumentative practices in schools and the specific racial narratives present in the classroom environment. Drawing from the perspectives of New Literacy Studies, the study advocates for writing instruction to consider elements reflection and refraction in English language arts classroom. By doing so, it suggests moving …

Modern Classical Christian Education?, Donna Lybarger

Master of Arts in Classical Studies

This thesis asks if the ancient tradition of classical education is an education method for the modern world. More specifically, this thesis questions, how might classical education methods be implemented for the acquisition of wisdom in the modern world? The literature review gives a brief history of classical education from the Greeks, and a history of why classical education is again a topic of conversation in the modern world. The three stages of classical education, the trivium, is explained. Classical Christian education is defined noting the method remains the same, but the difference is the nuances of the virtues of …

Tapping A Hidden Resource In Classrooms: Peer Interactions And Their Role In Language, Literacy, And Disciplinary Literacy Practices Among Adolescent English And Non-English Learners, Jina Byeon

Electronic Theses & Dissertations (2024 - present)

This qualitative case study examines how peer interactions among six seventh-grade English Learners (ELs) and non-ELs serve as both a context for and a method of developing adolescents' literacy and disciplinary literacy practices. Data sources include two semi-structured interviews with each student and their four classroom teachers, student and teacher ethnographic interviews, 300 hours of classroom observations (in English Language Arts, Social Studies, Math and Science, English as a New Language Tutorial), and student-generated artifacts (e.g., worksheets).

Through the application of iterative and thematic data analysis, three key themes were identified: 1) adolescents' interactions with their peers fostered a supportive …

Walking On The Gray: An Existentialist Exploration Of The Possibility Of The Self In The System Of The School, Craig Pope

College of Graduate Studies: Theses & Dissertations

This dissertation explores the system of the modern public school, particularly at the middle school level, and its deleterious effect on the process of being and becoming a person for students and teachers. The discussion of the self being and becoming an individual is grounded in the religious existentialist philosophy of Soren Kierkegaard and Paul Tillich. For both thinkers, being and becoming an individual involves finding equilibrium between various poles – finitude versus infinitude, and necessity versus possiblity. Michel Foucault’s exploration of the prison system is put in conversation with the discipline practices of middle schools to delineate how power …

Afghan Students Are More Than Just English Learners, Farilla Saboor

Cal Poly Humboldt theses and projects

This thesis examines the strengths that Afghan students and their families bring to U.S. schools and how these strengths are often overlooked. Drawing on my experience as an Afghan immigrant, math teacher, and bilingual instructional aide, I explore how Afghan students, parents, and teachers describe these cultural, linguistic, and relational assets that shape students’ learning and sense of belonging. I use the Community Cultural Wealth (CCW) and Funds of Knowledge (FoK) as guiding frameworks to understand the aspirational, linguistic, familial, social, navigational, and resistant capital present in participants’ experiences (Moll et al., 1992; Yosso, 2005).

I conducted qualitative interviews with …

New Reader Response: An Examination Of Three High-Achieving High School Readers And Their Literacies, Minkyu Kim

Essays in Education

Since its inception, reader response theory has battled misrepresentations. It was reduced to discursive anarchy, perceived as not rigorous, and set apart from important scholarship movements like critical theory. This research argues that by expanding the definition of “reader” in “reader response” to include digital (aka “new”) literacies, the reader-text transaction can be much more inclusive, dynamic, and most importantly, true to our students’ everyday literacies. This article also includes a discussion of why it is so important for teachers to include digital platforms as sites of interrogation in a safe educative setting. By studying the out-of-school literacy behaviors of …

A Qualitative Study Of Iranian Efl Teachers’ Perceptions Of A Digital Diversified Education, Seyed Mohammad Reza Marvasti Zadeh, Azizollah Dabaghi Varnosfadrani Advarnosfadrani, Mohammad Amiryousefi

The Qualitative Report

Because Iran is a country of learners of diverse languages, socio-economic classes, genders, and ages, digital diversified education seems appropriate to address needs in English language education. However, there is a notable gap in research on teachers’ perceptions about this type of education. To fill this gap, this study aimed to investigate the perspectives of Iranian teachers of English as a foreign language (EFL) regarding a diverse digital education. Data were collected via an open-ended survey with 30 EFL teachers, both male and female, who were selected through convenience sampling. Analysis revealed several key themes, including the utilization of diverse …

To The Middle School Talent Show Kids, Oona M. Abrams

New Jersey English Journal

This poem pays homage to the courage it takes to "show up, get up, and stay up," affirming middle schoolers' collective potential to dream audaciously and shape the world.

Prose Poem With A Timer Set, Oona M. Abrams

New Jersey English Journal

Exploring the tension between poetic idealism and daily obligations, this prose poem captures the fleeting moments of creative ambition in the midst of everyday life.

Joyful Learning: Station Rotation Activities In A High School English Class, Annie Yon

New Jersey English Journal

Alfie Kohn, an American author and lecturer in the areas of education and human behavior, asserts in his essay “Feel-Bad Education” that “joy has been in short supply in some classrooms because students tend to be regarded not as subjects but as objects, not as learners but as workers.” He explains that students are forced to sit through prefabricated lessons in a sterile classroom, whose purpose is not to promote thinking, much less the joy of discovery, but to raise test scores. In other words, richer thinking cannot come from monotonous multiple choice exams or never-ending worksheets but from “an …

Teaching Writing: Fostering Joy In Writing Through “Commentarying”, Ellin Kim

New Jersey English Journal

For over 15 years, the author taught at an after-school English Language Arts center. Initially emphasizing perfection, enthusiasm waned. A graduate course changed the author's views on writing, stressing personal reflections. Implementing this, students' perceptions shifted, using "commentarying" to foster understanding and engagement in discussions on topics such as racism.

Finding Joy Through Vulnerability In The English Classroom, Darlene Calderon, Kayla Sullivan, Emily R. Smith

New Jersey English Journal

Moments of joy in the English classroom feel tragically few and far between, often snuck in during pauses in the "real" curricula. This practitioner-oriented piece shares vignettes from our classrooms that illustrate ways in which we--as English teachers--have nurtured moments of joy in of our lessons by centering our and our students' vulnerability.

Examining Adolescence And Agency In The Midst Of International Crisis: Pandemics, Pandemonium, And Zombie Young Adult Literature, T. Hunter Strickland

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

The COVID-19 pandemic of 2020-22 brought an abundance of changes to secondary education as students transitioned across the country to virtual and hybrid learning contexts. Teachers flexed quickly and frequently to support the learning that students acquired in these new, digital spaces even as school, district, and state demands on teaching increased. The English/Language Arts classroom pivoted along with others as teachers sought out digital reading and writing resources for students to engage in. In the midst of a national crisis, a metaphorical monster that sought to destroy, much like Beowulf ’s dragon did, adolescent readers, despite the discourses of …

“It’S Not My Immediate Instinct”: Perceptions Of Preservice Teachers On The Integration Of Popular Culture, Melinda S. Butler, Eva S. Arbor, Nadine Bravo

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

Popular culture curricula integration provides educational benefits for students (Morrell, 2002; Petrone, 2013); bridging students’ out-of-school popular culture knowledge with their in-school literacies promotes learning, engages students, and values students’ background knowledge (Dyson, 1993, 2021; Marsh, 2006; Morrell, 2002; Petrone, 2013). Therefore, teacher educators may consider the addition of popular culture education into preservice teacher’s preparation for teaching (Petrone, 2013). In this qualitative study, researchers were interested in asking the following questions: What popular culture texts did preservice teachers consume as children and adults? and How does preservice teachers’ previous popular culture text consumption factor into decisions to include or …

First-Person Adolescent Storytellers And Virginia Tufte’S Artful Sentences: Syntax As Style, Kristin Leonard

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

In Artful Sentences: Syntax as Style, Virginia Tuft illustrates how grammar, word choice, and syntax strategies help to generate the perfect juxtaposition of words and punctuation that will make each sentence pop (Clark). Tufte’s handbook includes examples from a variety of texts; for example, John Keats, Andy Warhol, Ernest Hemingway, Julia Child’s The Joy of Cooking, and more. However, there is a noticeable lack of adolescent narrators in Tufte’s smorgasbord of literature examples. This lack is significant, due to the popularity of firstperson narrators in adolescent literature. Therefore, in order to analyze whether Tufte’s syntax strategies can …

School Administrators’ Perspectives On Dyslexia And Transformational Leadership And Implications For Teacher Placement, Christina M. Walker

Electronic Theses and Dissertations

This study focused on the perceptions of secondary-level administrators about dyslexia instruction and their decision-making process in teacher placement within a Texas school district. Using transformative leadership theory, the researcher’s aim was to address the instructional needs of students with dyslexia and help catalyze educational change. The research involved a qualitative descriptive approach to explore administrators’ perspectives and practices. Findings revealed that dyslexia affects approximately 15%–20% of the U.S. population. Despite intellectual capabilities, individuals with dyslexia face persistent struggles in reading and writing because of neurobiological differences. The specific problem addressed was the lack of understanding among school administrators about …

Enhancing Writing By Increasing Metacognitive Skills Through Socratic Seminars In A High Poverty Middle School Social Studies Classroom: An Intrinsic Case Study, Kirsten Hickingbottom

LSU Doctoral Dissertations

The purpose of this intrinsic case study was to better understand the role metacognitive skills play within classroom settings to increase students’ writing through Socratic Seminars. A predominant question guided this study: Can improving student metacognition through the repetitive use of questioning techniques in Socratic Seminars lead to improved writing skills? This question, along with four additional research questions guided the research. There is a need for more activities that promote metacognition due to its correlation with academic achievement, critical thinking skills, problem-solving abilities, and perceived self-efficacy (Keus, 2020). The significance of this study was to examine a method of …

Incorporating Diverse Multimodal Texts Within A Seventh Grade Language Arts Classroom To Increase Comprehension Accessibility And Improve Engagement, Kaitlin Maher

Theses and Dissertations

This thesis examines if diverse, multimodal texts have an effect upon student engagement while increasing comprehension for students with varied learning styles. Applicable theories that gave direction to this research study were Multiliteracies Pedagogy, Culturally Responsive Teaching, Funds of Knowledge, and Constructivism. Throughout the unit’s duration, students were instructed with various types of multimodal texts that included song, video, graphic novels, and performance while also working with modern authentic, diverse traditional texts. Students were also given a choice of mode in how to respond and demonstrate understanding. The qualitative research study analyzed data sources such as student surveys; my teacher …

Empowering Female Voices In The Ela Classroom, Jacqueline Gurliaccio Vance

Dissertations

This study aims to understand how women’s voices can be empowered in a high school English Language Arts (ELA) class. Through the use of female authors and female protagonists in the classroom texts, this study seeks to understand if implementing female-driven texts enhances female students’ literary experiences, empowers the personal identities of female students, and shapes female students’ perspectives of themselves and their peers. This case study includes female students in twelfth grade AP Literature class.

Putting Together The Pieces Of Effective Instruction: The Role Of Structured Literacy, Carrie Tholstrup

Advanced Education Programs Faculty Publications

Following the instructional methods of structured literacy is not entirely different from jigsaw puzzle assembly. The author reflects on similarities between effective literacy instruction and experiences assembling jigsaw puzzles. Both involve sequential, cumulative instruction; varying levels of explicitinstruction; and assessment. Motivation, engagement, executive function skills, and strategy use play important parts as well.

Bridging Words And Worlds: Innovative Writing Strategies For Adolescent Multilingual Learners, Robert A. Griffin

Journal of English Learner Education

This paper presents culturally responsive writing prompts, peer collaboration and language exchange, and multimodal writing experiences as three strategies to enhance adolescent multilingual learners’ English writing skills while leveraging their linguistic and cultural diversity. Culturally responsive writing prompts connect students’ personal experiences with academic tasks to enhance engagement and authenticity in writing. Peer collaboration, language exchange, and peer review foster a supportive learning community and improve writing skills through shared linguistic and cultural knowledge. Multimodal writing experiences broaden students’ expressive capabilities beyond traditional text by utilizing visual, digital, and oral modes of communication. Technology and AI integration in writing instruction …

Agonism In A Classroom Discussion On Strindberg's Miss Julie, Emma N. Tysklind, Linn Areskoug, Eva Hultin

Democracy & Education

In many parts of the world, researchers and policymakers alike report possible threats to democracy and its institutions. Accounts in the media of hatred and threats aimed at people taking part in public discourse, and of a polarized political debate, raise general questions about the current state and future of democratic dialogue and processes. Solutions are sought, by both research and policy, in the educational context. Some researchers have turned to the agonistic theory proposed by Chantal Mouffe, highlighting the democratic role of conflict and dissent. Empirical research on agonism in education is, however, scarce. In this article, we explore …