Rationale
The origin of my research grew out of my own teaching practice and that of my peers. For the past two years, I've had the opportunity to observe a number of pedagogical practices at my school. Due to these observations, I have found myself often questioning the merits of my own teaching and others.
More important, my research interest manifested from my interest in creating the most academically rigorous and equally enjoyable curricula for students. As a young teacher not so far removed from the high school setting, I have first-hand knowledge of outdated educational practices.
As a part of a larger community working to develop the next generation’s thought leaders who will guide our steps, I recognize the responsibilities I have, not only as an English teacher, but as a teacher of students. I recognize the importance of teaching students to express their thoughts and ideas, to think critically, to collaborate with others, to solve complex problems. These are the skills with which I strive to equip my students, and these are the skills that I try to incorporate into my daily instruction. Just as the world around us is changing, classrooms and teachers should also be evolving. No longer is teaching simply about the curriculum or certain texts. Today, it is about teaching the student via whatever means necessary.
For example, to one person, a set of song lyrics is merely music to one’s ears. To me, however, these lyrics represent a unique opportunity to analyze and dissect figurative devices and nuanced language. These lyrics represent a text that is chock-full of subtle and explicit messages waiting to be explored like Columbus’ ocean blue in 1492. For some, a documentary is merely a film. In my eyes, however, it is an expansive text—unconventional as it may be—filled with visual and oral rhetoric waiting to be dissected and analyzed. This is what it means to truly reach students.
More important, my research interest manifested from my interest in creating the most academically rigorous and equally enjoyable curricula for students. As a young teacher not so far removed from the high school setting, I have first-hand knowledge of outdated educational practices.
As a part of a larger community working to develop the next generation’s thought leaders who will guide our steps, I recognize the responsibilities I have, not only as an English teacher, but as a teacher of students. I recognize the importance of teaching students to express their thoughts and ideas, to think critically, to collaborate with others, to solve complex problems. These are the skills with which I strive to equip my students, and these are the skills that I try to incorporate into my daily instruction. Just as the world around us is changing, classrooms and teachers should also be evolving. No longer is teaching simply about the curriculum or certain texts. Today, it is about teaching the student via whatever means necessary.
For example, to one person, a set of song lyrics is merely music to one’s ears. To me, however, these lyrics represent a unique opportunity to analyze and dissect figurative devices and nuanced language. These lyrics represent a text that is chock-full of subtle and explicit messages waiting to be explored like Columbus’ ocean blue in 1492. For some, a documentary is merely a film. In my eyes, however, it is an expansive text—unconventional as it may be—filled with visual and oral rhetoric waiting to be dissected and analyzed. This is what it means to truly reach students.
Research question
With this rationale in mind, I set out to answer the following questions:
- How can 21st-century learners be better engaged in rigorous academic tasks?
- How can alternative texts be used in "traditional" classrooms to improve student learning?