This study explores how the ideology of racial individualism--which prioritizes an understanding of racism as individual wrongdoing--becomes embedded in the curriculum and discourse of the middle school social studies classroom and becomes embedded in the curriculum and discourse of the middle school social studies classroom to shape the racial…

This essay considers the relative merits of critical writing and writing in role as a means of enabling and assessing students' responses to literary texts. Drawing largely on the author's experience of teaching "Frankenstein," it argues that the distinction between critical and creative writing is not as absolute as is sometimes…

A set of especially complicated ethical relationships becomes visible in literary study when the unspeakable atrocity of state-sponsored genocide is part of the story, as it is in many wartime texts taught in secondary English classrooms. What then is the nature of an English teacher's obligation to the detailed particularity of the past and…

This study explored teacher questioning as a formative assessment strategy by examining the practices of teachers of English as a Foreign Language in Chinese tertiary institutions. It investigated how teachers deployed questions to stimulate student thinking, uncover students' current level of learning, and allow responses to inform pedagogic…

This descriptive study investigates what happens when an English Language Arts teacher implements multimodal instruction in his senior-level World Literature course. The study is grounded in theories of transmediation and New Literacy Studies and examines the following research questions: (1) What does multimodal instruction enable students to do…

This study aimed to identify the approaches and strategies employed by teachers in teaching the literature component to less proficient students in Forms 1 and 2 in selected secondary schools in Kelantan, Malaysia. The study was conducted in 18 rural schools. Triangulation involving the questionnaire as the primary data and classroom observation…

Science in English primary schools has been judged a success, yet few pupils make the progress in secondary schools that their performance at the end of primary school suggested. Projects where pupils start science work at the end of the primary school and complete it at the start of secondary school--known as bridging units--have been suggested…

Suggests three techniques for expanding the range of students' responses to literature. (DD)

Student response should play a greater role in the study of literature. (DD)

Presents a discussion of teaching May Swenson poems. Notes that what students receive from May Swenson's work is a "consciousness of looking at writing in a physical way." (SG)

Describes how one writing teacher used the concept of the writer's commonplace book to encourage students to respond in writing to current cultural and news events. Shows how to set up separate files on computer networks containing reflections on news events, and argues that such a method is effective at inspiring writing. (HB)

Research on literary response has had little to say about student response to authors' techniques in particular literary works. For this study, 165 senior high students of superior verbal ability were asked to read two short stories and to indicate what they thought made each story effective by selecting from an inventory comments which matched…