C&I, Secondary English Candidates
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Secondary English MS presentation titles, abstracts and session times:
Learning for Learning’s Sake: A Case for Replacing Traditional Letter Grades with Mastery-Based Grading
Traditional letter grades encourage students to strive for an A, not for knowledge. This paper argues that switching to mastery-based grading will help students reclaim their education.
CANDIDATE |
Presentation Time/Session |
MS Project Title |
MS Project Abstract |
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Disrupting the Anti-Islam Narrative in Schools: Using Discussion and Anti-Colonial Pedagogy to Affirm the Mulsim and Muslim American Experience |
This paper examines how and why to design a curricular unit around deconstructing and dismantling anti-islamism in schools by using an anti-colonial pedagogy and discussion. |
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Erin | Perkins |
The Mechanic and Me: Repairing the Role of a Teacher |
This study outlines an educational philosophy that positions the teacher as a democratic supporter of student needs rather than as a distributor of content knowledge. |
Farid | Torbey |
Virtual Learning Practices to Increase Student Engagement |
I reflect upon assessment design, engagement patterns, and written work created under virtual learning in order to propose steps to increase student engagement in the virtual classroom. |
Michael | Charlesworth |
Going Gradeless: The Effects of a Pass/Fail Pandemic on Student Writing |
COVID-19 presented both teachers and students with a long-overdue opportunity to “go gradeless.” This case study analyzes the difference in student-language in a graded and gradeless narrative. |
Session 2: Stretching student understanding |
The Past & The Beyond |
Students must be provided opportunities to investigate and express their personal histories to reclaim their identities in order to excel in academic endeavors and beyond. |
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Session 1: Student's Relationship with content |
Restoring Student Writing Identities: Pedagogical Shifts that Seek to Mend Student Relationships with Writing |
This research seeks to understand the relationship between academic writing and student writing identities by investigating how systemic functions of writing in school limit student success, and highlighting how pedagogical changes can restore engagement to writing. |
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Session 2: Content Focused |
Rethinking Academic Writing: Validating Multiple Forms of Literacy and Promoting Choice & Creativity in the Classroom |
This research explores and challenges current conceptions of academic writing at the secondary level and conceives a unit that takes steps towards broadening the definition. |
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Session 1: Examining the role of community |
Building Relationships and Community Through Writing |
This project reflects on personal experiences facilitating various forms of writing, and finds three principles of writing instruction that help cultivate community: cultural relevance, collaboration, and imagination. |
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Session 2: Widening accessibility |
“I was more than you thought I could be :” The Importance of Valuing Student Literacies to Process Emotion and Trauma |
This paper aims to affirm students’ literacy practices. I analyze numerous student writing samples and conclude that supporting these literacy practices facilitates increased student wellbeing. |
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Session 1: New Curricular Approaches |
Online Spaces and Video Games: Continuing to Redefine and Validate “New” Multimodal Literacy Practices |
The focus of this project serves to continuously expand the meaning of literacy by emphasizing how video games function as a validated literacy practice, because they allow more opportunities for identity expression. |
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Session 2: Building Inclusivity |
Affirming Literacy: A Theory of English Education that is Inclusive for All Students and Dismantles Destructive Literacy Practices |
This theory of teaching deconstructs literacy education so that students have equitable access to literacy, and so they can navigate and dismantle destructive literacy practices. |
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Session 2: Safe space for identity |
An Analysis of Literacy Life: How Understanding the Whole Being of Our Students Might Lead to More Authentic Literacy Education |
This paper explores how student identity exploration and affirmation might be woven into language arts curricula, facilitating a more authentic and personal literacy education. |
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Session 1: New Curricular Approaches |
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Session 1: Pedagogy, the craft of teaching |
Space, The Final Frontier: Understanding and fostering the spaces we develop in our classrooms |
This paper investigates the ways in which students don’t feel comfortable performing their literacies in the classroom and how classes can start to implement ways to change this. |
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Session 1: Socio! Social factors at play in the classroom |
Exploring Identities: Guiding Personal Reflection to Inspire Student Activism |
My research interrogates the importance of sustained, scaffolded self-reflection. When students critically engage with their identities, it inspires sociopolitical advocacy aimed towards equity. |
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Session 2: Widening accessibility |
Inclusive AP Class Design: Welcoming Students of Color |
This study examines minority belonging in AP classes. A more specific focus on language in authentic assignments and discussions could promote inclusivity in AP classrooms. |
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Session 2: Content Focused |
Speaking Up, an Instructional Unit promoting ELL Oracy & Community Activism |
This essay and instructional unit addresses how ESL teachers must adapt materials to make them authentic and culturally relevant while prioritizing oracy for newcomer ELLs. |
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Session 1: Modifying our viewpoint |
Deciding Who Bleeds: Nonviolent Literacy Instruction for Early Adolescents |
Interviews are analyzed to show how practicing dialogue, listening, personal stories, and empathy are integral at the middle school level to create a nonviolent world. |
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Session 1: Modifying our viewpoint |
Am I the Right Person for the Job? -- Teaching in Diverse Classrooms as a White Educator |
This project explores the value of transparency, student agency, and play as aspects of a pedagogical philosophy for teaching culturally diverse students as a white educator. |
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Session 2: Building Inclusivity |
Reimagining the Racialized Mirror: Black-Centric Curriculum in the English Classroom |
This study demonstrates how teaching “classics” in middle school ELA classrooms erases the voices of Black students and how curriculum can and should be reworked to become Black-centric. |
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Session 2: Safe space for identity |
I Write, Therefore I am: Joy and Identity Development in the Middle School Classroom |
This project explores the application of critical literacy to support a joyful curriculum where students engage in literary analysis and the creation of picture books. |