This research seeks to better understand the attitudes and dispositions of advanced-level English Language Arts students toward the activities of academic research and writing, and to explore the ways that critical pedagogies focused on authentic inquiry and composition interact with these attitudes. The project draws upon research in student…

This study aims to understand how women's voices can be empowered in a high school English Language Arts (ELA) class. Through the use of female authors and female protagonists in the classroom texts, this study seeks to understand if implementing female-driven texts enhances female students' literary experiences, empowers the personal identities…

This dissertation uses practitioner inquiry (Cochran-Smith & Lytle, 1999, 2009), narrative inquiry (Clandinin & Connelly, 1990; Rolling & Bey, 2016; Schaafsma & Vinz, 2011; Toliver, 2020a), composite character counter storytelling (Baker-Bell, 2020), and critical discourse analysis (Bloome et al., 2008; Bloome & Power-Carter,…

The purpose of this study was to ascertain whether students who enter high school in ninth grade and score proficient or advanced on their CST in English Language Arts remain proficient or advanced 2 years later in 11th grade. The effects of NCLB will be considered as a contributing factor to the difference in student scores. This study was…