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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 0000-0002-2250-4686), Tracy Bousselot, Melissa Wantz, Rachel Guldin
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
FullText Text:
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  Data: Training Secondary English Teachers to Engage Students in Challenging and Complex Issues with Journalistic Strategies
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  Data: <searchLink fieldCode="AR" term="%22Ed+Madison%22">Ed Madison</searchLink><br /><searchLink fieldCode="AR" term="%22Ross+C%2E+Anderson%22">Ross C. Anderson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2250-4686">0000-0002-2250-4686</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tracy+Bousselot%22">Tracy Bousselot</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+Wantz%22">Melissa Wantz</searchLink><br /><searchLink fieldCode="AR" term="%22Rachel+Guldin%22">Rachel Guldin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Professional+Development+in+Education%22"><i>Professional Development in Education</i></searchLink>. 2025 51(5):1002-1018.
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  Data: 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
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  Data: Y
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  Data: 17
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+Teachers%22">English Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Journalism%22">Journalism</searchLink><br /><searchLink fieldCode="DE" term="%22Journalism+Education%22">Journalism Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink>
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  Data: 10.1080/19415257.2023.2297977
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  Data: 1941-5257<br />1941-5265
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  Label: Abstract
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  Data: 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.
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  Data: EJ1484484
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      – SubjectFull: Grade 12
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