Students as Change-Makers: Five Steps to Advocacy Research. Marsh, V. L., Lammers, J. C., & Conroy, E. English Journal, 111(2):56–63, 2021. ![Students as Change-Makers: Five Steps to Advocacy Research [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex Optimally, English language arts research units encourage student researchers to engage with problems they care about–gathering information, checking facts, imagining solutions, and building arguments. Yet in schools under pressure to meet accountability improvement measures, teachers often feel compelled to turn their attention away from socially conscious instruction to prepare students for standardized assessments. This preparation typically involves remedial coursework and focuses disproportionately on students of color, thus widening the opportunity gap by narrowing their curricula. English teachers find that the "external constraints imposed by the latest testing regime leave them alienated, ambivalent arbiters of a hotly contested and highly ambiguous discipline." Here, Marsh et al describe their experimental effort to position students as "change-makers" through the Five Steps to Advocacy Research unit.
@article{marsh_students_2021,
title = {Students as {Change}-{Makers}: {Five} {Steps} to {Advocacy} {Research}},
volume = {111},
shorttitle = {Students as {Change}-{Makers}},
url = {https://publicationsncte.org/content/journals/10.58680/ej202131499},
abstract = {Optimally, English language arts research units encourage student researchers to engage with problems they care about--gathering information, checking facts, imagining solutions, and building arguments. Yet in schools under pressure to meet accountability improvement measures, teachers often feel compelled to turn their attention away from socially conscious instruction to prepare students for standardized assessments. This preparation typically involves remedial coursework and focuses disproportionately on students of color, thus widening the opportunity gap by narrowing their curricula. English teachers find that the "external constraints imposed by the latest testing regime leave them alienated, ambivalent arbiters of a hotly contested and highly ambiguous discipline." Here, Marsh et al describe their experimental effort to position students as "change-makers" through the Five Steps to Advocacy Research unit.},
number = {2},
journal = {English Journal},
author = {Marsh, Valerie L. and Lammers, Jayne C. and Conroy, Elizabeth},
year = {2021},
pages = {56--63},
}
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