NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1053578
Record Type: Journal
Publication Date: 2015-Mar
Pages: 8
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0094-0771
Reading Writing Reciprocity: Inquiry in the Classroom
Daniels, Erika; Hamby, Jennifer; Chen, Rong-Ji
Middle School Journal, v46 n4 p9-16 Mar 2015
Throughout this group of authors' respective experiences as middle school teachers and teacher educators, they have worked with diverse populations of students with varying beliefs about education--students for whom achievement and success are perceived as foregone conclusions, students for whom school is viewed as a pathway to a better life, and students for whom school is believed to be one more trial to be endured. These latter young adolescents from an urban school, and their experiences with literacy specifically, are the focus of this article. A project that emerged from a shared concern that too many middle school students are not learning to think critically about what they read, write, and experience is described. The power of this project with these students is additional evidence that academic success is within the reach of all young adolescent learners if middle level educators are willing to remember that teaching is more than testing and learning is more than answering questions.
Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@amle.org; Web site: http://www.amle.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A