This paper explores the complexities of co-authorship involving generative AI in academic contexts, focusing on an honors English class where students engaged with AI tools like ChatGPT. It critiques the boundaries of authorship as defined by COPE, which argues AI cannot be an author due to its lack of accountability. The study explores the…

Every teacher knows the challenge of trying to engage reluctant readers and struggling writers--students whose typical response to a writing prompt is a few sentence fragments scribbled on a sheet of paper followed by an elaborate shrug of the shoulders. The best way to engage less confident readers and writers is to give them something powerful…

This article describes an unlikely collaboration between a high school chemistry teacher and a high school English teacher who attempted to teach scientific concepts through poetry. Inspired by poet John Updike's (1960) "Cosmic Gall," these two teachers crafted writing tasks aimed at teaching science content through literary devices. The result…

This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High…

Provides descriptions of how five teachers in various content areas (mathematics, art, French, physics. and English) at one high school in Illinois feel about the importance of writing. Explains how these teachers incorporate their belief into everyday instruction in their areas. (HB)

This article presents findings from research in a school district using handhelds to support writing across the curriculum. The authors report that handheld devices can be useful to foster classroom note-taking activities, assist students who have handwriting difficulties, and provide inspiration to teachers who want to create collaborative and…