The High School English Teacher, the College Freshman Composition Instructor, and Walt Whitman

1973 ◽  
Vol 62 (9) ◽  
pp. 1245
Author(s):  
burton l. cox
Keyword(s):  
High School ◽  
Walt Whitman ◽  
Freshman Composition ◽  
College Freshman ◽  
English Teacher ◽  
High School English

scholarly journals Enhancing Engagement in Reading: Reader Response Journals in Secondary English Classrooms

1944 ◽  
Vol 8 (1) ◽  
Author(s):  
Janet McIntosh
Keyword(s):  
High School ◽  
Reader Response ◽  
English Teacher ◽  
High School English ◽  
Secondary English ◽  
Reading And Writing ◽  
English Classrooms ◽  
English Students ◽  
Student Journals ◽  
Positive Results

Writing reader response journals during the act of reading provides ideal opportunities for secondary English students to deepen and expand their understanding of literature. Based on data from three case studies conducted by a former high school English teacher, currently an English educator, this article examines the effectiveness of students recording response entries as they read a novel. Excerpts from student journals illustrate the positive results of combining the acts of reading and writing. Student engagement with text leads to better comprehension and through writing reflective responses, students become more effective readers.

What is English? Who decides? An interview with Lisa Scherff

2019 ◽  
Vol 100 (6) ◽  
pp. 45-49
Author(s):  
Rafael Heller
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language ◽  
Subject Area ◽  
Classroom Teachers ◽  
English Teacher ◽  
High School English ◽  
College Professors ◽  
Arts Curriculum ◽  
The Subject

In this month’s interview, Kappan’s editor talks with high school English teacher and researcher Lisa Scherff about the ongoing struggle over who gets to define the English language arts curriculum. Dating back to the creation of the subject area, more than a century ago, classroom teachers have advocated for a varied course of study that helps students use language more effectively across a range of contexts. However, explains Scherff, they have always had to contend with college professors, textbook publishers, school boards, and others who’ve sought to constrain the curriculum.

scholarly journals A Material Development of Speech Act as its Contribution For a Vocational High School English Handbook at an Eleven Grade

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Algajaladre Nadya Santoso ◽  
Laily Nur Affini
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Speech Acts ◽  
Speech Act ◽  
English Teacher ◽  
Vocational High School ◽  
High School English ◽  
Material Development ◽  
Directive Speech Acts ◽  
Directive Speech

Theis research has a prominet goal, idenitfying types of speech acts uttered by an English teacher at a vocational high school. This work uses Searle’s theory to discover the dominant kinds of speech act employed by the teacher. The researchers also investigated the additional utterances in showing learning movement. The research methodology is descriptive-qualitative research, where the researcher found three kinds of speech act uttered by the teacher; directive, representative, and expressive. The researchers calculated the data finding and found 297 utterances which comprised of 246 directives utterances or 82,83% of overall data, 45 representative utterances or represented the 15.15% of data, and 6 expressive utterances which covered 2,02%. The most obtrusive was directive speech acts (82.83%) and the less frequent was expressive speech act (2.02%). The most obtrusive was directive speech acts because the teacher often used directives (questioning) to handle the students in the classroom and made sure that the students understand the aims of the English material.

Creating a Virtual Literacy Community between High School and University Students

2011 ◽  
pp. 531-551 ◽  
Author(s):  
Tamara L. Jetton ◽  
Cathy Soenksen
Keyword(s):  
High School ◽  
University Students ◽  
Virtual Environment ◽  
Writing Skills ◽  
University Education ◽  
English Teacher ◽  
High School English ◽  
Reading And Writing ◽  
Facilitated Communication ◽  
Computer Mediated

The authors of this chapter describe a project in which a university education professor and a high school English teacher redesigned the curricula of their classrooms, so their students could participate in a literacy project that focused on computer-mediated discussions of literature. The goal of the project was to develop both the technological literacies of these students and the more traditional literacies in the form of reading and writing skills. The Book Buddy Project afforded the authors the opportunity to create a virtual literacy community in which high school and university students incorporated the traditional literacies of reading and writing within a virtual environment that facilitated communication, collaboration, and learning with text.

Making visible the dance

2015 ◽  
Vol 14 (3) ◽  
pp. 387-403
Author(s):  
Julie Rust
Keyword(s):  
High School ◽  
New Media ◽  
Design Methodology ◽  
English Teacher ◽  
High School English ◽  
Content Type ◽  
English Classrooms ◽  
Teachers And Students ◽  
The Status ◽  
Opening Up

Purpose – This paper aims to delve deeply into the sometimes clashing interplays in English classrooms to explore the ways in which new media makes visible long-existing discourses and assumptions about the purpose of schools and the roles of teachers and students. Design/methodology/approach – This piece draws upon discourse analysis and utilizes the frame of strategies versus tactics (de Certeau, 1984) to trace the complex classroom interplays between a high school English teacher, a partnering researcher and a high school junior during the process of a month-long digital photography project. Findings – Data reveal that, at times, both teachers and students made moves to preserve the status quo of the school space (through strategies), and at other times, worked to reshape the space for more relevant purposes (through tactics.) Strategies that emerge from teacher moves include the formalization of requirements and the controlling of bodies; the student strategy described is the perpetuation of stereotypes. Teacher tactics reported include repositioning identities, reframing “the work” and opening up space for inquiry. Student tactics include resistance, shifting to the personal, subverting a given task and self-positioning. The author argues that generative potential exists at the intersection of teacher tactics and student tactics, and calls for furthering the co-construction of classroom spaces. Originality/value – By zooming in on the process, rather than the product, that ensued as the focal student created and defended her photographs representing school as jail, this paper emphasizes the agency that both teachers and students can enact in sometimes limiting classroom spaces.

Problems of High-School English and College Freshman English

1942 ◽  
Vol 3 (8) ◽  
pp. 725
Author(s):  
Alice V. Brower
Keyword(s):  
High School ◽  
College Freshman ◽  
Freshman English ◽  
High School English

Job Description High School English Teacher

1963 ◽  
Vol 52 (1) ◽  
pp. 70
Author(s):  
William M. Bell
Keyword(s):  
High School ◽  
English Teacher ◽  
High School English ◽  
Job Description

Voices Inside Schools: The Poet, the CEO, and the First-Grade Teacher

2001 ◽  
Vol 71 (2) ◽  
pp. 269-285 ◽  
Author(s):  
Mary Ellen Dakin
Keyword(s):  
High School ◽  
Student Achievement ◽  
Chief Executive Officer ◽  
Teaching And Learning ◽  
Chief Executive ◽  
First Grade ◽  
English Teacher ◽  
High School English ◽  
Hewlett Packard ◽  
Grade Teacher

Using the poetry of Walt Whitman (the Poet), an MIT graduation speech by Carleton Fiorina, the chief executive officer of Hewlett-Packard (the CEO), and the words of a teacher (the First-Grade Teacher), high school English teacher Mary Ellen Dakin shares with readers the transformation of her understanding of student achievement. Dakin expands her notions of intelligence and achievement to validate and incorporate ideas she had previously rejected. Through an introspective process, Dakin is able to find success in places she never thought to look. This essay encourages teachers to challenge and broaden the assumptions that they bring to teaching and learning. (pp. 269-284)

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