Redefining Success: Bridging the Gap between High School/College Writing Instruction on Long Island, New York
Faculty Department
SOEHS
Presentation Type
Powerpoint
Location
H239
Zoom Link
Start Date
February 2025
End Date
February 2025
Description (Abstract)
The research described in this presentation seeks to shed light on the disconnect between high school writing instruction and college writing instruction and how we can address it. It is a case study of 12th-grade English teachers’ perceptions of their writing instruction and how it prepares students for their first-year college writing assignments.
The research questions examined were: a) What do 12th-grade high school English teachers perceive as appropriate writing curriculum and instruction to prepare students for college writing? and b) How do 12th-grade high school English teachers perceive that they teach writing?
The researchers hypothesized that the disconnect was impacting student achievement. An analysis of the data results yielded themes and recommendations that will inform how teachers and professors can potentially approach writing instruction to improve students' preparedness for college-level writing.
Keywords
writing instruction, college writing, high school writing, high school and college writing instruction disconnect
Related Pillar(s)
Study
Redefining Success: Bridging the Gap between High School/College Writing Instruction on Long Island, New York
H239
The research described in this presentation seeks to shed light on the disconnect between high school writing instruction and college writing instruction and how we can address it. It is a case study of 12th-grade English teachers’ perceptions of their writing instruction and how it prepares students for their first-year college writing assignments.
The research questions examined were: a) What do 12th-grade high school English teachers perceive as appropriate writing curriculum and instruction to prepare students for college writing? and b) How do 12th-grade high school English teachers perceive that they teach writing?
The researchers hypothesized that the disconnect was impacting student achievement. An analysis of the data results yielded themes and recommendations that will inform how teachers and professors can potentially approach writing instruction to improve students' preparedness for college-level writing.
Short Biography
Vicky Giouroukakis, Ph.D., has been teaching for over 25 years. She started her career teaching English at a public high school in Queens, New York, and English as a Second Language to adolescents and adults. Vicky is currently the Director of Graduate and Postgraduate Education Programs in the School of Education and Human Services. She is also a Full Professor of Education and teaches bachelor’s and master’s-level courses in general teaching methods and English methods to prepare students to be the best teachers. Vicky has published five books, including textbooks for teachers and an anthology of essays about the immigrant experience. Her research and publications center on the topics of adolescent literacy, instructional methods, standards and assessment, and cultural/linguistic diversity.