English Journal - Volume 105, Issue 1, 2015

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Through personal narratives, sj Miller and Ellie Haberl look at the causes and implications of categorizing students and discuss ways in which teachers and schools can provide opportunities for all learners.

In this article, the authors challenge myths about honors classes in an effort to deliver “effective instruction” to all students, notably students in need of special education services, in a co-taught English class.

This piece describes how an urban school district detracked its AP English program and diversified student enrollment, and how one AP English teacher expanded his instructional strategies to meet the needs of linguistically and culturally diverse learners.

Sara’s story reports the effects of an experimental intervention applying knowledge building principles for learning, as well as the unanticipated improvement of literacy skills of students with IEPs.

The authors describe how self-directed learning allows students to design their own research projects and rubrics, differentiated for their cognitive readiness, learning preferences, interests, and affect.

Using a case study of a seventh-grade language arts classroom, the authors describe an evidence-based approach to reading comprehension instruction, collaborative strategic reading, which supports all learners by changing the nature of learning and participation.

How can labels serve as unrealistic sources of pride and embarrassment? This article examines one teacher’s personal experiences with labels and the lasting implications for her students.

The author examines how manga reveals the way individuals with ASD process the world, and explores how manga can serve as a teaching tool for neurotypical and neurodivergent students.

In this series of candid reflective writings, a former high school teacher interrogates her teaching practice, students’ identity development, the giftedness label, and differentiated instruction.

A secondary English teacher and eight Advanced Placement Literature students examine the concept of stereotype threat to illuminate the difficulties that minority students experience in advanced classrooms.

What if the problem with today’s classroom teachers is with the preparation they receive? This piece argues that teacher educators need to learn how to incorporate cultural competence and responsiveness within their daily lives and into their areas of expertise.

This column seeks to provide a forum in which we can lean on each other to investigate and improve the quality of our classroom discussion leadership.

This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.