The author asks, "Where can we, as English language arts teachers, create room in our classrooms for curiosity--for students and for ourselves?" She outlines ways to use Genius Hour to help create an equitable, level classroom with access and ownership for all.

During the 2016-2017 academic year, a collaborative of university faculty and high school teachers piloted an innovative approach to professional development, focusing on secondary level literacy in a diverse suburban district. The approach included innovations in both process and content compared to professional development (PD) and instructional…

There is an educational disconnect between students' individual backgrounds and the instruction that they traditionally receive in school (Darling-Hammond 3). This division is even more severe for black, Latino/Latina, and economically underprivileged students, who often lack the support, experience, or resources to fully engage in…

Place-based literacy learning is hardly an innovation in education and need not revolve around Native American legends. The objective of place-based literacy learning is to use local literacy artifacts to facilitate critical thinking about cultural, political-economic, and environmental connections to promote community sustainability by relating…

Enumerates reasons for using quotations as a staple in the English classroom, such as: to lend authority to words, to summarize a concept, to motivate or inspire, or to enhance vocabulary growth. (NKA)

Uses the form of an original three-act drama to sketch the dilemmas of educational reform. Highlights the experiences of a teacher struggling to reform language arts instruction and assessment in a traditional urban high school. (SR)

Discusses the impetus towards social relevance among educators in the 1960s and 1970s, then assesses the resulting interdisciplinary orientation of elementary and secondary school English curricula in the 1980s. Surveys ways that English classes address the social consequences of science and technology. (JG)

First of a two-part series identifying probable changes in English instruction resulting from technology's impact on society and schools. Predicts consequences of interactive reading and writing software, style checkers, teacher-monitored networks in electronic writing labs, computer generated texts, and desktop publishing. (JG)

Second of a two-part series that identifies probable changes in English instruction resulting from technology's impact on society and schools. Provides a review of five books recommended for considering the source, nature, and direction of trends in hardware, software, and "neural netware," or brains. Reports questions used by researchers on this…