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Group-focused activities provide adolescents with chances to check their understandings of lesson content with other trusted individuals—their peers—before teachers assess them. Students’ reflections and images revealed that urban English teachers might provide youth with extended periods of time to draft and revise their writing efforts, after interactions with these members of their social circles, who […]

We conducted TSE across three years with approximately 100 middle and high school youth from our Midwestern center’s most economically, ethnically, and linguistically diverse communities. Participants included African American, Caucasian, Asian American, and Latina/o young women and men; we and the majority of our adult partners in this project are male and Caucasian. While most […]

In our urban setting and in many others around the United States, where high school dropout rates regularly exceed 50% and the majority of adolescents are living in poverty, youths’ criticisms of school and their disengagement from traditional pedagogies suggest a void in the traditional high school curriculum (which many students perceive as irrelevant to […]

These specific dimensions were selected to help answer the research question, What are the characteristics of YA books currently being published The categories genre, subject matter, and treatment of subject matter have long been used in content analyses in children’s and YA literature (see, for example, reviews by Beckett, 1997; Galda, Ash, & Cullinan, 2000; […]

In many cases, we no longer expect students to remain within the confines of our school building. Our expectations exceed these walls and can help to foster a love of language and writing. Students whose work resides online regularly receive comments and feedback from places as far away as Japan, Germany, South Africa, and Norway. […]