scholarly journals Designing an Interest-Based Integrated Curriculum Around Esports

2020 ◽  
Vol 11 (3) ◽  
pp. 78-95
Author(s):  
Je Seok Lee ◽  
Minerva Wu ◽  
Diana Lee ◽  
Lee Fleming ◽  
Lindsay Ruben ◽  
...  
Keyword(s):  
High School Students ◽  
Language Arts ◽  
Integrated Curriculum ◽  
English Language ◽  
Reading Skills ◽  
The United States ◽  
School Students ◽  
Career Opportunities ◽  
Arts Curriculum ◽  
Reading Activity

A crisis of literacy has emerged among high school students in the United States. In order to encourage students’ engagement with literacy education, there is a need for an integrated curriculum of English Language Arts (ELA). An integrated language arts curriculum would allow students to learn literacy and reading skills while engaging with a motivating context. Meanwhile, esports has grown as a worldwide culture, expanding to more than just players and spectators to include a whole ecosystem of stakeholders. As esports grow in popularity and acceptance, educators have looked to connect the skills developed in esports with academic and career opportunities. We found esports to be a viable content area for the integrated curriculum because esports is favored among many students and involves reading activity as an essential part of participation.

Using Culturally Competent Responsive Services to Improve Student Achievement and Behavior

2011 ◽  
Vol 14 (3) ◽  
pp. 2156759X1101400
Author(s):  
Rita Schellenberg ◽  
Tim Grothaus
Keyword(s):  
High School Students ◽  
Language Arts ◽  
School Counseling ◽  
Employability Skills ◽  
Culturally Competent ◽  
School Students ◽  
Closing The Achievement Gap ◽  
Arts Curriculum ◽  
Improve Student Achievement ◽  
And Behavior

This article illustrates standards blending, the integration of core academic and school counseling standards, as a culturally alert responsive services strategy to assist in closing the achievement gap while also enhancing employability skills and culturally salient career competencies. The responsive services intervention described in this article resulted in knowledge gains in both the school counseling and language arts curriculum competencies for a diverse group of 78 high school students. The article includes implications for school counseling practice.

scholarly journals UM ESTUDO SOBRE AS PRÁTICAS DE LEITURA DE ALUNOS DO ENSINO MÉDIO

Revista X ◽  
2013 ◽  
Vol 2 (0.2013) ◽  
Author(s):  
Paula Kracker Francescon
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Specific Activity ◽  
Critical Reading ◽  
Reading Practices ◽  
School Students ◽  
Reading Processes ◽  
Language Studies ◽  
Reading Activity

 RESUMO: Este trabalho apresenta os resultados parciais de pesquisa de cunho etnográfico que visa a descrever processos de leitura em língua estrangeira de um grupo de alunos do ensino Médio de uma escola pública de Londrina - PR. A coleta dos dados desta pesquisa ocorreu durante curso de leitura em língua inglesa oferecido aos alunos do ensino Médio da referida escola, ministrado pela professora-pesquisadora e com participação voluntária dos alunos. As atividades que proporcionaram a coleta dos dados foram produzidas com o objetivo de possibilitar leitura crítica aos participantes do curso. Assim, este estudo parte dos pressupostos dos Estudos Críticos da Linguagem (FAIRCLOUGH, 1989; 1992) e concepções sobre leitura crítica (WALLACE, 1992; FIGUEIREDO, 2000; HEBERLE, 2000). Neste trabalho, analiso dados provenientes de uma atividade de leitura realizada durante as aulas, com propósito de notar respostas críticas construídas pelos alunos para essa atividade específica. Com isso, é possível perceber o desenvolvimento das práticas de leitura desse grupo de alunos do ensino Médio. PALAVRAS-CHAVE: Leitura Crítica; Língua Inglesa; Ensino Médio.  ABSTRACT: This research presents the partial results of an ethnographic research which aims to describe the reading processes in foreign language of a group of high school students from a public school in Londrina - PR. The data for this research was collected during reading classes offered to the students, conducted by the researcher and with voluntary participation of the students. The activities used during the classes, which provided the data to this work, were created with the objective of making it possible for the students to develop critical reading. So, this work uses the assumptions of Critical Language Studies (FAIRCLOUGH, 1989; 1992) and the conceptions about Critical Reading (WALLACE, 1992; FIGUEIREDO, 2000; HEBERLE, 2000). In this work, I analyze data provided by one reading activity performed during the classes, aiming at noticing critical answers construed by the students to this specific activity. From this analysis, it is possible to notice the development of reading practices of this group of high school students. KEY-WORDS: Critical Reading; English Language; High School.

Active Learning in the Flipped English Language Arts Classroom

2014 ◽  
pp. 163-184 ◽  
Author(s):  
Clarice Moran ◽  
Carl A. Young
Keyword(s):  
High School Students ◽  
Language Arts ◽  
Survey Data ◽  
English Language Arts ◽  
Mixed Methods Research ◽  
Flipped Classroom ◽  
English Language ◽  
Qualitative Data ◽  
School Students ◽  
Method Of Instruction

This mixed-methods research study examines the engagement of high school students in a flipped English Language Arts (ELA) classroom. The students were enrolled in two sections of an Advanced Placement English Language Arts and Composition (AP Lang) course and were in the 11th grade. Forty-nine participants answered questions on a validated survey, and 8 participants took part in 2 focus groups. In addition, a researcher observed the flipped classroom and took field notes. Quantitative survey data was analyzed through STATA statistics software, and qualitative data was transcribed and coded. The results of the data analysis indicate that students had mixed feelings about the flipped method and its implementation in an ELA classroom. Survey data indicates general support for the method’s principles but revealed mixed attitudes toward it as a method of instruction, especially in terms of it as a strategy for addressing all instruction in the ELA classroom. Qualitative data indicates that some students felt more engaged by the flipped method, while others did not. The results of the research indicate that the flipped method might be effective, in part, in an ELA classroom, but not as a sole means of instruction.

Cultural Biases in Transitional Writing Courses and Their Effect on Hispanic Students in Texas

2021 ◽  
pp. 39-66
Author(s):  
Nora K. Rivera
Keyword(s):  
High School Students ◽  
English Language ◽  
Hispanic Students ◽  
The United States ◽  
First Year ◽  
School Students ◽  
College Credits ◽  
Writing Courses ◽  
First Year Composition ◽  
Composition Course

High school students in the United States have the option of taking advanced placement (AP) courses designed to prepare them to take AP exams that will potentially give them the opportunity to receive college credits for first-year undergraduate courses. This chapter examines the cultural biases present in the AP English Language and Composition course and exam, which focus on skills and knowledges typically learned in a first-year composition course. With culturally relevant theory in mind, this work specifically draws attention to the effects of such cultural biases on Hispanic students in Texas, a state where the number of Hispanic students surpasses the number of students from any other cultural background.

Measurement of Attitudes Regarding Foreign Language Skills and Its Relation with Success

2016 ◽  
Vol 5 (4) ◽  
pp. 310
Author(s):  
Tülin Acar
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Foreign Language ◽  
English Language ◽  
Reading Skills ◽  
Language Skills ◽  
Listening Skills ◽  
School Students ◽  
Students Attitudes

<p>The aim of this research is to determine the attitudes of secondary level students regarding the skills in English as a Foreign Language and to compare the level of relationship between the academic success at English and the attitudes measured. Attitudes and success levels of the students of secondary education regarding their language skills were found to be high. A significant relationship at a linear low level was observed between the academic success of the students and their attitudes towards English language skills. In this study, the attitudes of high school students measured according to their gender concerning their reading, writing, speaking and listening skills, showed difference in favor of female students. Again, high school students’ attitudes towards writing, speaking and listening skills except for the attitudes towards reading skills do differentiate according to the type of school in which they receive education.</p>

Peer Disruption and Learning: Links between Suspensions and the Educational Achievement of Non-Suspended Students

2020 ◽  
pp. 1-44
Author(s):  
NaYoung Hwang ◽  
Thurston Domina
Keyword(s):  
English Language Learners ◽  
High School Students ◽  
Language Arts ◽  
Language Learners ◽  
Fixed Effects ◽  
English Language ◽  
Educational Achievement ◽  
School Students ◽  
Low Achieving Students ◽  
Disciplinary Cultures

To evaluate the net effects of classroom disciplinary practices, policymakers and educators must understand not only their effects on disciplined students but also their effects on non-disciplined peers. In this study, we estimate the link between peer suspensions and non-suspended students' learning trajectories in a California school district where middle and high school students took up to 12 basic skills tests in mathematics and English Language Arts (ELA) over the course of the 2009-10, 2010-11, and 2011-12 school years. We find that Hispanic students, students eligible for free or reduced-price lunch, English language learners, students enrolled in special education, and low-achieving students are disproportionately exposed to classmate suspensions. Analyses with student and classroom fixed effects show that student achievement in mathematics increases when their classmates receive suspensions, particularly suspensions attributed to disruptive behavior. We find no association between classmate suspension and ELA achievement. Since these results come from schools in which suspensions are relatively rare events, they may not generalize to settings with draconian disciplinary cultures. Nonetheless, our findings imply that suspensions, when used appropriately, can improve the academic achievement of non-suspended students, particularly for students from vulnerable populations.

scholarly journals UM ESTUDO SOBRE AS PRÁTICAS DE LEITURA DE ALUNOS DO ENSINO MÉDIO

Revista X ◽  
2013 ◽  
Vol 2 ◽  
Author(s):  
Paula Kracker Francescon
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Specific Activity ◽  
Critical Reading ◽  
Reading Practices ◽  
School Students ◽  
Reading Processes ◽  
Language Studies ◽  
Reading Activity

 RESUMO: Este trabalho apresenta os resultados parciais de pesquisa de cunho etnográfico que visa a descrever processos de leitura em língua estrangeira de um grupo de alunos do ensino Médio de uma escola pública de Londrina - PR. A coleta dos dados desta pesquisa ocorreu durante curso de leitura em língua inglesa oferecido aos alunos do ensino Médio da referida escola, ministrado pela professora-pesquisadora e com participação voluntária dos alunos. As atividades que proporcionaram a coleta dos dados foram produzidas com o objetivo de possibilitar leitura crítica aos participantes do curso. Assim, este estudo parte dos pressupostos dos Estudos Críticos da Linguagem (FAIRCLOUGH, 1989; 1992) e concepções sobre leitura crítica (WALLACE, 1992; FIGUEIREDO, 2000; HEBERLE, 2000). Neste trabalho, analiso dados provenientes de uma atividade de leitura realizada durante as aulas, com propósito de notar respostas críticas construídas pelos alunos para essa atividade específica. Com isso, é possível perceber o desenvolvimento das práticas de leitura desse grupo de alunos do ensino Médio. PALAVRAS-CHAVE: Leitura Crítica; Língua Inglesa; Ensino Médio.  ABSTRACT: This research presents the partial results of an ethnographic research which aims to describe the reading processes in foreign language of a group of high school students from a public school in Londrina - PR. The data for this research was collected during reading classes offered to the students, conducted by the researcher and with voluntary participation of the students. The activities used during the classes, which provided the data to this work, were created with the objective of making it possible for the students to develop critical reading. So, this work uses the assumptions of Critical Language Studies (FAIRCLOUGH, 1989; 1992) and the conceptions about Critical Reading (WALLACE, 1992; FIGUEIREDO, 2000; HEBERLE, 2000). In this work, I analyze data provided by one reading activity performed during the classes, aiming at noticing critical answers construed by the students to this specific activity. From this analysis, it is possible to notice the development of reading practices of this group of high school students. KEY-WORDS: Critical Reading; English Language; High School.

Active Learning in the Flipped English Language Arts Classroom

2015 ◽  
pp. 588-609 ◽  
Author(s):  
Clarice Moran ◽  
Carl A. Young
Keyword(s):  
High School Students ◽  
Language Arts ◽  
Survey Data ◽  
English Language Arts ◽  
Mixed Methods Research ◽  
Flipped Classroom ◽  
English Language ◽  
Qualitative Data ◽  
School Students ◽  
Method Of Instruction

This mixed-methods research study examines the engagement of high school students in a flipped English Language Arts (ELA) classroom. The students were enrolled in two sections of an Advanced Placement English Language Arts and Composition (AP Lang) course and were in the 11th grade. Forty-nine participants answered questions on a validated survey, and 8 participants took part in 2 focus groups. In addition, a researcher observed the flipped classroom and took field notes. Quantitative survey data was analyzed through STATA statistics software, and qualitative data was transcribed and coded. The results of the data analysis indicate that students had mixed feelings about the flipped method and its implementation in an ELA classroom. Survey data indicates general support for the method's principles but revealed mixed attitudes toward it as a method of instruction, especially in terms of it as a strategy for addressing all instruction in the ELA classroom. Qualitative data indicates that some students felt more engaged by the flipped method, while others did not. The results of the research indicate that the flipped method might be effective, in part, in an ELA classroom, but not as a sole means of instruction.

High School English Language Arts Teachers and Postsecondary Outcomes for Students With and Without Disabilities

2020 ◽  
pp. 104420732091989
Author(s):  
Roddy J. Theobald ◽  
Dan D. Goldhaber ◽  
Trevor M. Gratz ◽  
Kristian L. Holden
Keyword(s):  
High School ◽  
High School Students ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Value Added ◽  
College Attendance ◽  
School Students ◽  
Postsecondary Outcomes ◽  
10Th Grade

We used longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher qualifications and the high school and postsecondary outcomes of their students, and whether these relationships differed for students with and without disabilities. We found that students assigned to 10th-grade ELA teachers with higher value added had better test scores, were more likely to graduate on-time, and were more likely to attend and graduate from a 4-year college than observably similar students assigned to 10th-grade ELA teachers with lower value added. We also found that many of these relationships varied for students with and without disabilities, as 10th-grade ELA teacher value added was more positively predictive of on-time graduation and 4-year college attendance for students without disabilities, but more positively predictive of 2-year college attendance and employment within 2 years of graduation for students with disabilities.

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