Abstract
The study aimed to examine teachers’ and students’ views on the impact of the Expository Reading and Writing Course (ERWC) on students’ college readiness and on teaching practices. Literature in the areas of college readiness, critiques of the English curriculum at the secondary level, and a review of research on the effects of ERWC are summarized. The mixed-methods study used a teacher survey, teacher interviews, and student focus groups. Findings showed that teachers reported making numerous changes and improvements in their teaching as a result of attending a professional development program and also reported making changes in other courses. Teachers found that ERWC helped student engagement, motivation, and learning and helped prepare students for college. Students reported learning strategies in the class that they transfer and apply in other classes. Using ERWC materials can strengthen participating teachers’ instruction and participating students’ learning.
Included in
Curriculum and Instruction Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons
