ERIC Number: ED444154
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
How English Is Taught and Learned in Four Exemplary Middle and High School Classrooms. CELA Research Report.
To examine the forms that English instruction takes in programs identified as exemplary, a 2-year study was conducted of the working lives of four English/language arts teachers in two schools in Dade County, Florida. The four teachers and the two schools in which they work were identified as "exemplary" by national education leaders, state education officials, and local district leaders. Data were generated by attending the teachers' classes, audiotaping them, and taking copious field notes. Issues such as the following were explored: what the teachers' professional and personal networks were; where they got their ideas for lessons; whether and how they refined these ideas and adjusted them to the needs of their students; how they determined these students' individual needs; what they thought was important for their students to learn in English class; how they taught both literature and writing; how they prepared students for standardized tests; how they assessed, formally and informally, student work; how they interacted with colleagues; how they were affected by being in schools affiliated with the Coalition of Essential Schools; how they changed as educators over time; and where they thought they were going as educators. Findings suggest that the four teachers see it as their mandate to provide a rich array of literacy-related activities and experiences in their students--activities/experiences that revolve around wide reading, wide writing, expansive and prolonged thinking and problem solving, and ample opportunities for conversing about and presenting what they are learning to faculty as well as to one another. (Contains 13 references. An appendix describes participating schools.) (NKA)
Descriptors: Case Studies, Classroom Research, Demonstration Programs, English Instruction, English Teachers, High Schools, Middle Schools, Teacher Attitudes, Teacher Behavior, Teacher Role
National Research Center on English Learning and Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Web site: http://cela.albany.edu.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.