Technology as a Lever for Adolescent Writing

2019 ◽  
Vol 6 (2) ◽  
pp. 194-201
Author(s):  
Penelope Collins ◽  
Tamara Powell Tate ◽  
Mark Warschauer
Keyword(s):  
Professional Development ◽  
Explicit Instruction ◽  
Writing Process ◽  
Career Readiness ◽  
Digital Tools ◽  
College And Career Readiness ◽  
Evidence Based ◽  
College And Career ◽  
Adolescent Writing ◽  
Effective Use

Despite needing this critical skill for college and career readiness, American adolescents are struggling to develop effective writing. In today’s schools and workplaces, much of that writing uses digital tools. Integrating technology in secondary schools can help improve adolescent writing within initiatives focused on the pedagogy of writing. These initiatives would provide teachers with technical support so they may focus on instruction. Professional development would emphasize how to leverage digital tools to deliver evidence-based writing instruction. Students gain most when provided systematic, explicit instruction in scientifically based strategies for writing and the writing process, as well as how to make effective use of digital tools as part of the writing process.

Scaffolding Pre-Service English Teachers to Teach Secondary Students How to Utilize Digital Tools When Composing

2014 ◽  
pp. 589-607
Author(s):  
Megan Guise ◽  
Susanna L. Benko
Keyword(s):  
Secondary Students ◽  
New Technologies ◽  
Career Readiness ◽  
Digital Tools ◽  
College And Career Readiness ◽  
Effective Strategies ◽  
College And Career ◽  
Composing Process ◽  
Teachers And Students ◽  
English Classroom

The use of digital tools in the composing process and the development of 21st century literacies are becoming more important in order to equip students with the skills needed for college and career readiness. As new technologies continue to emerge and shape daily life, it is important for teachers and students to envision how these digital tools can be used to enhance communication, particularly writing. The authors share effective strategies for helping pre-service teachers to become more comfortable – as writers – with certain digital tools and to critically evaluate the benefits and limitations of these digital tools. In addition, the authors present a unit of instruction that scaffolds pre-service teachers to develop their own writing instruction and assignment for secondary students, which require secondary students to utilize digital tools throughout the composing process. The authors argue for working towards greater inclusion of technology in the English classroom.

scholarly journals An integrative approach to professional development to support college- and career- readiness standards

2020 ◽  
Vol 28 ◽  
pp. 111
Author(s):  
Katie Pak ◽  
Laura M. Desimone ◽  
Arianna Parsons
Keyword(s):  
Professional Development ◽  
United States ◽  
Qualitative Study ◽  
The United States ◽  
Career Readiness ◽  
Integrative Approach ◽  
College And Career Readiness ◽  
District Leaders ◽  
Education Policies ◽  
College And Career

Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.

School Counselor Perceptions of Preparation and Importance of College and Career Readiness Counseling

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2199839
Author(s):  
Alexandra Novakovic ◽  
Eva N. Patrikakou ◽  
Melissa S. Ockerman
Keyword(s):  
School Counselors ◽  
Low Income ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Training School ◽  
Urban District ◽  
College And Career ◽  
Counselor Perceptions ◽  
School Counselor Perceptions

This study addresses school counselors’ perceptions of the importance of college and career readiness counseling and their preparedness to implement aspects of such counseling with students and families. Results from surveying school counselors in a large urban district serving a diverse, low-income student population indicated that school counselors did not believe they were well prepared to provide many aspects of college and career readiness counseling, although they perceived that each area was important to their work with students and families. We discuss implications for training school counselors in college and career readiness counseling.

College and Career Readiness and the Every Student Succeeds Act

2017 ◽  
Vol 53 (5) ◽  
pp. 809-838 ◽  
Author(s):  
Joel R. Malin ◽  
Debra D. Bragg ◽  
Donald G. Hackmann
Keyword(s):  
Remedial Education ◽  
Research Policy ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Policy And Practice ◽  
College And Career ◽  
School Research ◽  
Education And Employment ◽  
And Mathematics ◽  
Every Student Succeeds Act

Purpose: This study addressed the current policy push to improve students’ college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by higher education, to be prepared for education and employment post–high school. Research Methods: A critical analytic approach was undertaken, foregrounding equity. We conducted thematic content analysis of ESSA and Illinois policy, employing a CCR accountability paradigm. Findings: CCR-related content was contained throughout ESSA. Although content varied, themes were identified. Dual enrollment provisions were prominent in ESSA but not the Illinois’ CCR laws; however, science, technology, engineering, and mathematics was emphasized in both. ESSA introduced but did not fully clarify what constitutes a well-rounded education and did not identify particular reporting and accountability provisions, whereas two Illinois’ CCR bills focused on remedial education and the third evidenced a more comprehensive and integrated CCR approach. These findings suggest distinct federal and Illinois’ CCR visions. A more systematic equity focus was evident within ESSA. Implications for Research, Policy, and Practice: ESSA provisions providing new flexibilities to states portend wide variation in emphasis toward, and accountability for, long-standing equity issues. District officials will also likely have substantial flexibility in their administration, design, and implementation of ESSA-funded CCR programming, which may affect educational equity in ways that advantage and disadvantage. We thus provide several cautions and recommendations.

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