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Patterson, Nancy; Weaver, Joanna; Fletcher, Jamie; Connor, Bryce; Thomas, Angela; Ross, Cindy – Journal of Adolescent & Adult Literacy, 2018
The value of preparing students for college, careers, and civic life is a shared outcome of social studies and language arts teachers. This study explores how developing content and civic literacy to these ends can be fortified through language arts and social studies teacher collaboration in source-based planning and teaching. Although numerous…
Descriptors: College Readiness, Career Readiness, Social Studies, Language Arts
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Wang, Hung-chun – Journal of Adolescent & Adult Literacy, 2018
This article reports on a practitioner research study exploring how creative thinking activities can be designed and integrated into high school English classes. It delineates the process of developing a metaphorical creativity workshop for year 11 students in Taiwan and demonstrates the students' workshop experiences and learning outcomes.…
Descriptors: Creative Thinking, High School Students, Figurative Language, Workshops
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Howell, Emily – Journal of Adolescent & Adult Literacy, 2018
The researcher conducted a formative experiment in a ninth- and a 10th-grade English classroom to observe a multiliteracies-based intervention implemented to improve high school students' arguments. Traditionally, argument is taught from a cognitive perspective, emphasizing concepts such as claims, evidence, and warrants. However, arguments are…
Descriptors: Formative Evaluation, Grade 9, Grade 10, English Instruction
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Karam, Fares J. – Journal of Adolescent & Adult Literacy, 2018
The United States is the biggest resettlement country of refugees referred by the United Nations High Commissioner for Refugees; however, educational resettlement efforts have been unsuccessful in responding to the needs of refugee students, and educational research has thus far presented a deficit-oriented narrative that ignores the skills and…
Descriptors: Refugees, Adolescents, English Language Learners, Adjustment (to Environment)
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Young, Sara Lewis-Bernstein – Journal of Adolescent & Adult Literacy, 2018
The purpose of this study was to investigate how curriculum grounded in critical literacy strategies supports critical language awareness and activism across social issues and identities. The research is grounded in theories of critical literacies, discursive practices, and situated privilege. Critical practitioner research was used to collect…
Descriptors: Critical Literacy, Activism, Social Problems, Discourse Analysis
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Boggs, George L.; Stewart, Trevor Thomas; Jansky, Timothy A. – Journal of Adolescent & Adult Literacy, 2018
The language of economics and economic imperatives are driving standardized school reform in the United States without input from teachers. This teacher action research project responds to concerns about contemporary school reforms by considering how economics-minded dialogue about literacy education can help teachers support students' literacy…
Descriptors: Economic Factors, Literacy Education, Educational Change, Action Research
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LeBlanc, Robert Jean – Journal of Adolescent & Adult Literacy, 2018
Framing ethnography as a form of democratic inquiry, this study examines how the author worked with a group of Mexican and Vietnamese American adolescents to learn and apply ethnographic tools to interrogate language and literacy ideologies in their school and community. Examination of the students' findings reveals circulating ideologies and…
Descriptors: Ethnography, Mexican Americans, Hispanic American Students, Asian Americans
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Daniel, Shannon M.; Eley, Caitlin – Journal of Adolescent & Adult Literacy, 2018
Analysis of data in an after-school writing workshop wherein resettled refugee teens were reading and writing identity texts to prepare for achieving their postsecondary goals suggests that a discursive practice of the connective press was productive in helping teens develop cohesion in their writing. Although true communicative competence in an…
Descriptors: Self Concept, Collaborative Writing, Essays, Peer Evaluation
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Lupo, Sarah M.; Strong, John Z.; Lewis, William; Walpole, Sharon; McKenna, Michael C. – Journal of Adolescent & Adult Literacy, 2018
To increase reading volume and help students access challenging texts, the authors propose a four-dimensional framework for text sets. The quad text set framework is designed around a target text: a challenging content area text, such as a canonical literary work, research article, or historical primary source document. The three remaining…
Descriptors: Reading Instruction, Reading Materials, Content Area Reading, Visual Stimuli
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Conley, Mark W. – Journal of Adolescent & Adult Literacy, 2018
The policy reforms over the past 15 years have placed all the responsibility for reading achievement on teachers, with little, if any, support. What many have achieved is declining achievement in comparison with other countries. Moreover, there are increasing teacher shortages, as promising individuals choose other careers and teachers leave the…
Descriptors: Reading Achievement, Achievement Gap, Teacher Shortage, Literacy Education
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Del Nero, Jennifer Renner – Journal of Adolescent & Adult Literacy, 2018
This case study explores the understandings that seventh graders constructed with Gothic texts in a reading unit designed by the researcher. Gothic is a fictional genre defined by horror and mystery. The stories' protagonists are often marginalized individuals. The genre was selected due to its popularity with adolescents. Qualitative data were…
Descriptors: Case Studies, Qualitative Research, Literary Genres, Units of Study
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Rainey, Emily C.; Maher, Bridget L.; Coupland, David; Franchi, Rod; Moje, Elizabeth Birr – Journal of Adolescent & Adult Literacy, 2018
In this piece, the authors offer two illustrations of central features of disciplinary literacy teaching. One illustration describes an episode of history literacy teaching, and the other describes an episode of physics literacy teaching. Both examples show how teachers may support students' development of disciplinary inquiry, disciplinary…
Descriptors: History Instruction, Content Area Reading, Literacy Education, Teaching Methods
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Mendoza, Anna – Journal of Adolescent & Adult Literacy, 2018
Secondary education means helping students develop a diverse repertoire of literacy skills, but the focus has been on disciplinary and digital literacies practiced by geographically distributed communities (an international, middle class curriculum) rather than on practices associated with orality, the trades, and minority, immigrant, and…
Descriptors: Secondary School Students, Literacy Education, Course Descriptions, Qualitative Research
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Faller, S. Elisabeth – Journal of Adolescent & Adult Literacy, 2018
Science teachers are often charged with providing discipline-specific literacy instruction. However, little is known about the reading and writing genres, or text types, typically found in these classrooms. In particular, there is a lack of knowledge about what opportunities adolescents have to engage with the genres privileged in science to learn…
Descriptors: Case Studies, Middle School Students, Females, Science Instruction
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Leent, Lisa; Mills, Kathy – Journal of Adolescent & Adult Literacy, 2018
Media literacy skills are focal for many educators across the globe in an age of ubiquitous access to the Internet and the rapid circulation of digital texts. A critical media literacies perspective is often a key element in teaching adolescents to read a range of texts. A queer critical media literacies pedagogy supports a social justice agenda…
Descriptors: Homosexuality, Critical Literacy, Media Literacy, Social Justice
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