At the time of writing, New York City high schools had been working remotely for a year, with educators facing some great challenges. Working remotely marked a significant difference in the way we teach and the way our students learn. Classroom spaces were no longer room numbers on doors; they were virtual meeting room numbers on platforms like…

The COVID-19 pandemic profoundly impacted the methods of instruction for K12 and higher education institutions around the world. Schools and families were challenged to adapt to online-based modes of instruction with minimal preparation. This study examined the importance of the learning environment and commitment to assignments as predictors of…

Background: Recent decades have seen an increased number of literacy education researchers attending to LGBTQ people and texts in secondary schools, frequently documenting tensions that emerge, such as conflict. However, this research tends to be limited in scope with respect to time, texts, and identities. Moreover, it shows that students tend to…

The author describes a literacy activity that took place in an 11th-grade English language arts classroom: student-created role-play. Through a discussion of two such role-plays, the author explores how these performances illustrate students' engagement with raciolinguistic ideologies that marginalize certain speakers through the simultaneous…

This article describes a class room activity introduced at Unionville High School in Kennett Square, PA. Humanities teacher Daniel Lipowitz partnered with engineering teacher Michael Berkeihiser and other STEM teachers to put the humanities (H) in "SHTEM." Sophomore English students were asked to re-engineer the conflict in common works…

Where teachers were once limited to traditional textbooks, informational texts, novels, and materials passed along by others, today the online marketplace is wide open, flush with copious materials that teachers might choose, often at little or no cost. But practically nothing is known about what these supplemental instructional materials actually…

The Massachusetts Early College Initiative eases the pathway to postsecondary education for thousands of high school students annually. Early college programs provide strategically-sequenced, real college classes with strong career orientations during students' regular high school day. When fully realized, they also provide enhanced academic and…

The current quasi-experimental design study explored how students' choice of learning location model (either predominantly remote or hybrid) impacted their outcomes on academic assessments, school day attendance, and chronic absence in the 2020-2021 school year in the midst of the COVID-19 pandemic. Analyzing the student sample across three middle…

This explanatory sequential mixed methods study sought to understand the influences of teaching experience on perceptions of autonomy and competence on 7th through 12th grade English language arts teachers' text selection decisions through a survey and interviews. The findings of this explanatory sequential design survey study could affirm…

The Teacher of the Year (TOY) program is the longest-standing teacher recognition program in the United States. The purpose of this study is to describe the characteristics of state and national TOY awardees and the schools in which they teach. To accomplish this aim, we develop a new data set including the characteristics of all TOY awardees and…

Researchers frequently evaluate rater judgments in performance assessments for evidence of differential rater functioning (DRF), which occurs when rater severity is systematically related to construct-irrelevant student characteristics after controlling for student achievement levels. However, researchers have observed that methods for detecting…

To become successful readers, adolescents have to navigate multiple internal factors related to their literacy, namely their capability, identity, and self-efficacy as readers. They also must journey through the literacy demands of a school day, and their resulting experiences continuously shape their self-perceptions of identity and…

Often in classrooms meaning-making skills are not acknowledged and therefore not fostered. In addition, there are many high school ELA classrooms that prioritize students' reaching one correct answer, or one best interpretation of literature. Yet, some ELA teachers do engage their students in rich meaning-making processes, and do not privilege one…

Abstract The authors illustrate how literacy and language arts teachers work with students to help them act and engage as agents in and beyond school. The authors demonstrate how teachers design environments for learning and practice and how young people use resulting skills and motivations intentionally as a result of their experiences in those…

This manuscript explores teacher beliefs about technology in three 9th grade English classrooms. Examining these teachers' pedagogical uses of technology and their discussion of technology with their students, this study highlights how teacher beliefs can render technology invisible. Teachers demonstrated consistent assumptions that technology…