Defining and Measuring Quality in Language Arts Secondary Instruction: A Systematic Review (Poster 27)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Poster Session for the Special Interest Group "Research in Reading and Literacy" SIG 11

Abstract

This systematic literature review explores the definition and measurement of quality in language arts (LA) secondary instruction and considers how differing conceptions of quality impact instructional paradigms. Paradoxically, although LA naturally integrates multiple disciplines to build skills like critical reading and composition, research often isolates topics, limiting broader definitions of quality and overarching instructional principles. By synthesizing empirical studies from 2000 to 2023, we identified themes transcending disciplinary silos including: building a community of learners, empowering student voices, and employing expansive definitions of text. This research aims to inform educational practice by exploring the range of definition of quality for LA secondary instruction as well as seeking commonalities within these definitions to ultimately inform teacher preparation and professional development.

Authors

• Aslaug Fodstad Gourvennec, University of Stavanger

• Erin McTigue, University of Stavanger

• Michael Tengberg, Karlstad University