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English Leadership Quarterly, Vol. 41, No. 2, October 2018

Table of Contents

Issue Theme: Student Agency

  • Supporting Strong and Struggling Writers across a Spectrum of Strengths

    Nicole Sieben

    Abstract: In response to specific questions from the call for manuscripts for this issue, this article discusses ways of approaching the classification of uniquely talented writers in our classrooms across a continuum of strengths in order to build student agency in our classrooms and communities. Sieben explains the Writing Hope Framework, used to frame the curricular agency approaches suggested—specifically teaching and talking about writing and writers using a Sliding Strengths Scale. This humanizing approach to teaching writing can build agency in students and teachers.

    Keywords: strengths-based assessment, Student Agency, Writing Hope Framework/WHF

  • Amplifying Voice, Facilitating Agency: Engaging Youth Participatory Action Research in an Urban Public High School [FREE ACCESS]

    Molly Buckley-Marudas

    Abstract: Drawing on nearly 100 ninth graders’ engagement with a YPAR project embedded in the curriculum of a Cleveland public school, this work focuses on the ways in which youth-led research supports young people to leverage their perspectives to generate new knowledge and use that knowledge to address pressing community issues. In addition to enhancing agency and deepening young people’s critical consciousness, youth-led action research stands to revitalize common approaches to the time-honored high school research paper.

    Keywords: School-Community Relation, school-university partnership, Youth Participatory Action Research, YPAR

  • The Trust Factor: Giving Students Agency in Peer Review Workshops

    Chelsea LeBlanc

    Abstract: Trust plays a vital role in how much responsibility students will take on in the classroom. In this article, LeBlanc examines the problem with current approaches to peer review and student hesitation in peer-review groups due to lack of trust. She presents a redesigned approach to peer review that focuses on building trust and confidence in student abilities and discusses the benefits of this redesign that promote student autonomy in the classroom

    Keywords: conferencing, peer feedback, Peer Review, Student-led Learning

  • From Passion to Action: How School Contributes to Student Agency [FREE ACCESS]

    Anthony Celaya

    Abstract: This article speaks to directly to ways teachers and schools can foster student agency and the long-term effects of these practices on a recent high school graduate. Practices that support agency incorporate relevant issues for students. Teachers need to allow students to have critical conversations in class. Schools must be sure to give all students opportunities to develop agency, not just the “honors” students. These practices are crucial to developing not just graduates, but citizens.

    Keywords: Student Agency, Student-led Learning

  • Collaboration and Co-Teaching in the ELA Classroom

    Caitlin Barker and Ruth Koenigsbauer

    Abstract: Two ELA teachers in an all-boys school discuss the ways they build decision-making and self-awareness in their students by emphasizing choice in their curriculum. Working to ensure their ELA study connects to the school's values and core skills, the provide a study of one of their units—a 5-week study of Jason Reynolds’s All American Boys.

    Keywords: All American Boys, Classroom Practice, collaborative teaching, student-centered instruction, Student-led Learning

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

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A Professional Association of Educators in English Studies, Literacy, and Language Arts