This arts-based research explores the place of creativity in the lives of a focus group of teachers of English in an English secondary school who work within an increasingly performative educational system. As well as interrogating the place of creativity in their lives, the study explores how found poetry can be used as a research method to…

A significant body of research points to the challenges faced by English teachers in balancing creative pedagogy with the demands of high-stakes testing. However, few studies have examined teachers' conceptions of the importance of creativity in the context of end-of-school examinations. This study addresses this critical gap by exploring the…

The substitution, augmentation, modification, redefinition (SAMR) model offers a framework by which schools and teachers can implement digital tools through curricular design that encourages participatory learning. 21st Century students should be producing content and making meaning in educational settings with high levels of engagement and by the…

The centenary of the publication of "The Teaching of English in England" provides an opportunity to consider the current National Curriculum for English in England from a historical perspective. This paper reports on a hermeneutic study that explores the humanist values underpinning Newbolt's Report and how they shape the creative…

It is now five years since the introduction of the current National Curriculum for English in England; it is just over 50 years since the Dartmouth Conference drew together American and English educationalists. This paper reports on a hermeneutic study that presents voices from the field of English teaching in England. It asks questions of today's…

In this article Matthew Jellick describes an introductory lesson he has used on the first day of class with students around the globe. The activity touches on each of the skill sets associated with English language acquisition, with special attention paid to cultural issues that can be applied on a country-by-country basis. No matter what country…

This article arises from an action research investigation that sought to understand the ways in which different approaches to teaching pre-twentieth century literature in Year 9 English lessons might influence students' experiences of texts. It examines the proposition that some students need to have a secure understanding of the text before they…

Expanding the definition of literacy and using visual strategies comprehensively can strongly affect student learning. Educators can contribute to the growth and understanding of the world of nonprint text by helping students learn to read and create visual products critically. When educators bridge popular culture and traditional texts, students…

Enumerates dodges so effective that an unprepared teacher can carry away kudos, not boos, from his or her students. (JL)

This book, which concerns the teaching of English, is composed of two parts. Part One--The Imaginative Faculty contains the following chapters: 1. "The First Year: The Rediscovery of the Familiar"; 2. "The Second and Third Years: The Growth of Consciousness"; 3. "The Final Stage: Imagination and Morality"; and 4. "The Dramatic Experience." Part…

Solves the problem of introducing Shakespeare to junior high students by using prose versions of his great scenes. (JL)

The role of an English teacher in teaching democracy to the young students attending English classes is discussed. The students are assumed to be producers as they improvise, collaborate, present performances of texts, engage in open discussions, and write alternative perspectives.

A TOTAL OF 206 EFFECTIVELY-USED CLASSROOM PRACTICES, CONTRIBUTED BY 98 PARTICIPANTS IN 1965 NATIONAL DEFENSE EDUCATION ACT ENGLISH INSTITUTES, ARE DESCRIBED IN THIS COLLECTION. PRACTICES ARE DIVIDED INTO THREE SECTIONS--87 IN LITERATURE, 65 IN COMPOSITION, AND 54 IN LANGUAGE. A DESCRIPTION AND DETAILS OF IMPLEMENTATION, AND SUGGESTED GRADE AND…

The central concept of a new theory for teaching writing is discussed. The theory states that when students know that the elements in a writing assignment are partly of their own invention, they will be more motivated to produce interesting stories and essays. At the same time, the teacher is able to stress writing skills previously introduced.…

Argues that creative dramatics offers many outlets for expression and creative activity to children who are shy, unable to speak up and act out imaginary adventures, or who lack confidence or self-esteem. (RB)