Political tensions: English teaching, standards, and postsecondary readiness
Abstract
Abstract
Purpose – The purpose of this paper was to highlight ways two novice secondary English teachers negotiated the politics of college and career readiness along with the literacy needs of students, in the age of accountability.
Design/methodology/approach – This three-year longitudinal qualitative case study focused on two participants in English teacher preparation and their first two years in the classroom.
Findings – The findings focus on participants’ definitions of college and career readiness as it pertains to their English Language Arts classrooms. Next, the focus is on two themes: tensions these novice teachers experienced as they attempted to build classrooms focused on postsecondary readiness, and the ways in which they worked to bridge the gap between their definitions of college and career readiness and the realities of their classrooms.
Reference
Hungerford-Kresser, H., & Vetter, A. (2017). Political tensions: English teaching, standards, and postsecondary readiness. English Teaching: Practice & Critique, 16(3), 407–422. https://doi.org/10.1108/ETPC-05-2017-0061
Journal
English Teaching: Practice and Critique
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Case study
- longitudinal
- Qualitiative
Geographic Setting
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- English Methods Course
- Secondary school
- student teaching placement schools
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
2
Duration of Data Collection
Data Sources
- fieldnotes
- Interviews
- Observations
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
The research question that drove this analysis was: In what ways do two novice secondary English teachers negotiate the politics of CCR in the age of accountability, along with the literacy needs of students in their classrooms? (p. 410)
Is this research question explicit from the manuscript? Yes