Perceptions of academic press: Towards understanding why students underperform in reading towards critical thinking.

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Abstract

This study centers on teachers’ and students’ perceptions of Academic Press and the relational patterns that exist between Academic Press and student outcomes in English Language Arts (ELA). I draw on publicly accessed data from the New York City Teacher and Student Surveys that examines classroom quality to design improvement efforts and the New York State ELA Common Core examination (NYSED, 2018) that assesses students’ analytical approaches to reading. My analysis highlights trends indicating more favorable teacher reports of core components of academic press, while showing conflicting student reports of academic press. With schools challenged to facilitate rigorous learning environments, this research provides justification for an intervention centered on increasing teacher understanding of press or intellectual effort in the ELA classroom.

Author

• Nadger Henry, Johns Hopkins University