Instructional and Curricular Commonalities: Four Language Arts Teachers Identified as Having Unusual Success With Underserved Student Groups

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Abstract

This research was an investigation of the classroom instructional practices and curricula that were common among secondary language arts teachers who had been identified as being particularly successful when it came to teaching traditionally underserved student populations. Through this examination commonalities among these teachers’ practices were identified and examined that may prove useful to classroom teachers who work with traditionally underserved students, as well as teacher educators who prepare preservice and inservice teachers to work with these students.

Author

• Matt J. Hollibush, Mount Saint Mary College