Stories of an English Language Arts Teacher in a High Need Secondary School: A Narrative Inquiry into Her Best-Loved Self

2017 ◽  
pp. 137-156
Author(s):  
Jing Li ◽  
Kayla Davenport Logan
Keyword(s):  
Secondary School ◽  
Narrative Inquiry ◽  
Language Arts ◽  
English Language Arts ◽  
English Language

The Significance of "The English Language Arts in the Secondary School:" A Symposium

1957 ◽  
Vol 46 (5) ◽  
pp. 286
Author(s):  
Jean L. B. Christison ◽  
Edward J. Gordon ◽  
Paul Farmer ◽  
Robert W. Mitchner
Keyword(s):  
Secondary School ◽  
Language Arts ◽  
English Language Arts ◽  
English Language

Empathy in the English Classroom: Broadening Perspectives Through Literature

2015 ◽  
Vol 8 (2) ◽  
pp. 229-244
Author(s):  
Alanna Jamieson
Keyword(s):  
Narrative Inquiry ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
The Novel ◽  
Field Notes ◽  
English Classroom

This paper investigates a novel study of Dickens’ Oliver Twist, used as a platform through which to discuss empathy and to promote deeper understanding with 18 grade eleven students in an English Language Arts classroom. Students’ experiences, perceptions, emotions, and relationships as they read, discuss, and write about the novel were explored through the use of narrative inquiry. The data, gathered through interviews, classroom writing samples, and field notes, provided rich examples of empathetic responses and insightful thinking by students.

scholarly journals Methods of a Narrative Inquirist: Storying the Endured Teacher Identity

2020 ◽  
Author(s):  
Taylor Norman
Keyword(s):  
Beginning Teachers ◽  
Narrative Inquiry ◽  
Language Arts ◽  
Teacher Identity ◽  
English Language Arts ◽  
English Language ◽  
The Common ◽  
Young Teachers

While I was a young English language arts teacher, my teacher identity matured in a nurturing environment cultivated by my veteran colleagues. Finding that this is not the common narrative told by beginning teachers (Alsup, 2019, 2006; Danielewicz, 2001), I wondered what impact sharing the stories of my veteran colleagues could have on young teachers. The purpose of this paper is to explain why narrative inquiry fit the parameters of this particular inquiry, what methods were utilized and how the project was constructed. Like Spector-Mersel (2011), I intend to describe my use of narrative inquiry to expand its conceptual and methodological definitions.

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