Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms

2015 ◽  
Author(s):  
George Newell
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language Arts ◽  
Teaching And Learning ◽  
English Language ◽  
Argumentative Writing ◽  
High School English ◽  
Language Arts Classrooms

Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms

2015 ◽  
Vol 32 (3) ◽  
pp. 199-222 ◽  
Author(s):  
Elizabeth Swanson ◽  
Jeanne Wanzek ◽  
Lisa McCulley ◽  
Stephanie Stillman-Spisak ◽  
Sharon Vaughn ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Text Reading ◽  
Language Arts Classrooms

Learning to Partner

2016 ◽  
pp. 115-128
Author(s):  
Sarah Woulfin ◽  
Rachael Gabriel
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Educational Leaders ◽  
Comprehensive High School ◽  
High School English ◽  
Cognitive Framework

This chapter uses the cognitive framework to reveal the strengths and challenges of our high school English Language Arts workshop partnership. The chapter begins by describing a partnership with a medium sized district and one comprehensive high school. Then the chapter reviews central aspects of the cognitive framework of implementation. Next, the chapter illuminate factors enabling and constraining the trajectory of our partnership activities. The chapter concludes by discussing implications for reformers, educational leaders, and other stakeholders.

scholarly journals Writing Instruction That Makes a Difference to English Learners

2017 ◽  
Vol 1 (24) ◽  
pp. 77-96
Author(s):  
Juan J. Araujo ◽  
Carol D. Wickstrom
Keyword(s):  
High School ◽  
Language Arts ◽  
Writing Instruction ◽  
English Learners ◽  
English Language Arts ◽  
English Language ◽  
Linguistic Knowledge ◽  
High School English ◽  
Language Arts Teachers ◽  
Arts Teachers

This paper presents the actions of two high school English language arts teachers as they engage in writing instruction with adolescent English learners. Using a naturalistic, qualitative methodology we investigate the actions two high school English language arts teachers engage in to meet the needs of their students. Findings suggest that embracing the students’ resources, building on linguistic knowledge, taking time to choose the right books and activities, being explicit about writer’s workshop and accepting its frenetic pace because it meets the students’ needs, and using the act of writing as a thinking activity, were the actions that made a difference to promote student success.

scholarly journals The English Language Arts hundred years’ war: Subverting the stigma of film in America’s English classroom

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Joseph Goldberg
Keyword(s):  
High School ◽  
Language Arts ◽  
Private School ◽  
English Language Arts ◽  
English Language ◽  
English Teachers ◽  
Structured Interviews ◽  
High School English ◽  
Urban Rural ◽  
English Classroom

Against the backdrop of the century-long stigma associated with film in America’s English classroom, which persists despite its codification in the English Language Arts (ELA) standards, this study investigated the question: How do American high-school English teachers make sense of and instruct with film? Employing semi-structured interviews with 12 high-school English teachers who instruct with film, from suburban, urban, rural and private school settings, the findings suggest that the stigma staining film in America’s English classroom is systemic. Participants shared their view that film is not an inherently passive medium, and when purposefully and actively facilitated, it possesses unique and efficacious pedagogic promise. Employing strategies typically associated with teaching printed texts, maintaining high classroom expectations, and integrating twenty-first-century pedagogic technologies when teaching with film may allow instructors to fulfil film’s remarkable learning potential, and consequently subvert misperceptions of, malpractices with, and the stigma surrounding film in America’s English classroom.

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