Rigor and Relevance: A Teacher Research Study on Using Young Adult Literature in Detracked Secondary English Language Arts Courses

Authors

Kathleen Colantonio-Yurko, State University of New York, BrockportFollow
Cody Miller, University of Florida, P.K. Yonge Developmental Research SchoolFollow
Jennifer Cheveallier, University of Florida, PK Yonge Developmental Research SchoolFollow

Abstract

This article explores how three students who would not have qualified for honors-level curriculum under a tracked model performed in detracked English Language Arts (ELA) courses. Our teacher research study was guided by the following question: How can the incorporation of young adult literature (YAL) in a detracked ELA honors course affect the experiences of students who would not have qualified for honors curriculum under a tracked model? We found that the incorporation of YAL helped students explore diverse ideas and expanded their capacity to think, read, and write critically. This study has implications for broader conversations relating to detracking policies and initiatives. Providing rigor and relevance for all students in a detracked course is an important step in ensuring success for diverse student populations.

DOI

http://doi.org/10.5038/2379-9951.2.2.1040

Recommended Citation

Colantonio-Yurko, Kathleen; Miller, Cody; and Cheveallier, Jennifer (2017) "Rigor and Relevance: A Teacher Research Study on Using Young Adult Literature in Detracked Secondary English Language Arts Courses," Journal of Practitioner Research: Vol. 2 : Iss. 2 , Article 2.

http://doi.org/10.5038/2379-9951.2.2.1040

Available at: https://digitalcommons.usf.edu/jpr/vol2/iss2/2