Training Secondary English Teachers to Engage Students in Challenging and Complex Issues with Journalistic Strategies
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| Title: | Training Secondary English Teachers to Engage Students in Challenging and Complex Issues with Journalistic Strategies |
|---|---|
| Language: | English |
| Authors: | Ed Madison, Ross C. Anderson (ORCID |
| Source: | Professional Development in Education. 2025 51(5):1002-1018. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 11 High Schools Secondary Education Grade 12 |
| Descriptors: | Grade 11, Grade 12, High School Teachers, English Teachers, Writing Instruction, Journalism, Journalism Education, Educational Strategies, Faculty Development, Case Studies, Teacher Attitudes, Teaching Experience, Curriculum Design |
| DOI: | 10.1080/19415257.2023.2297977 |
| ISSN: | 1941-5257 1941-5265 |
| Abstract: | Classroom discussions of social issues, ranging from gun violence and climate change to race and gender identity, have become risky and politicised, dividing parents and educators along ideological lines and leading to censorship. Journalistic teaching and learning in secondary school English classes present one viable solution. However, few professional development opportunities exist to support teachers who lack formal professional or scholastic journalism training to integrate journalistic practices and disciplinary lens into general English language arts classrooms. This study explores teacher experiences and perspectives on student learning building on an innovative professional development and classroom curriculum. Results demonstrate strong evidence for the scalability of this networked learning professional development approach and for the teacher-generated innovations that enhanced student experiences. Teachers perceived substantial improvements in students' core skills in journalistic learning, such as evaluating bias and credibility of sources, conducting interviews with community members, and writing. Results illustrate a timely and impactful approach to training English language arts teachers in a student-driven, culturally relevant, and practical approach to writing instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484484 |
| Database: | ERIC |
| Abstract: | Classroom discussions of social issues, ranging from gun violence and climate change to race and gender identity, have become risky and politicised, dividing parents and educators along ideological lines and leading to censorship. Journalistic teaching and learning in secondary school English classes present one viable solution. However, few professional development opportunities exist to support teachers who lack formal professional or scholastic journalism training to integrate journalistic practices and disciplinary lens into general English language arts classrooms. This study explores teacher experiences and perspectives on student learning building on an innovative professional development and classroom curriculum. Results demonstrate strong evidence for the scalability of this networked learning professional development approach and for the teacher-generated innovations that enhanced student experiences. Teachers perceived substantial improvements in students' core skills in journalistic learning, such as evaluating bias and credibility of sources, conducting interviews with community members, and writing. Results illustrate a timely and impactful approach to training English language arts teachers in a student-driven, culturally relevant, and practical approach to writing instruction. |
|---|---|
| ISSN: | 1941-5257 1941-5265 |
| DOI: | 10.1080/19415257.2023.2297977 |
