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"High school students Fiction"
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Descended by blood
Brooke Keller is a high school junior who never spent much time in one place. When she's finally in one place long enough to nearly snag the boy of her dreams, her life is upended by a fanged man who tries to kidnap her. Now Brooke needs to tap into a dark side of herself she never knew existed in order to save her life.
Dreaming beyond the Classroom: Exploring Youth Imagination, Civic Praxis, and Relational Pedagogy in Schools
Drawing from theories of youth speculative civic literacies and freedom dreaming, this article explores how youth imagine the future of education and what roles schools and teachers play in fostering students’ dreaming. In this research study, the three co-authors—a literacy professor, an undergraduate English major, and a graduating high school student/future teacher—engage in intergenerational qualitative data analysis to discover how youth cultivate the capacities and imagination to engage in speculative educational dreaming. Through analysis of student interviews and youth counternarratives, we found that the types of interactions students have with their teachers as well as the availability of authentic opportunities for youth to engage in civic thought and action in schools are instrumental in the shaping of youth imagination and agency. For many students, school is something that is happening to them rather than for them. However, when their ideas and voices are heard within schools, it compels students to think about the world outside of school and their place in it. Conceptualizing student dreaming as acts of discovering and moving toward one’s purpose, we posit that engagement in critical civic praxis and relational encounters in learning environments are instrumental factors in the cultivation of youth agency and capacities for freedom dreaming.
Journal Article
The secrets of attraction
Madison, whose life is turned upside down by a family friend's visit, and heartbroken guitarist Jesse, who is trying to find the inspiration to write music again, form a friendship that soon grows into romance.
Book
College Socialization Through Fiction: A Q Methodology Study on the Anticipatory Socialization of First-Generation Students
This study aims to understand how prospective first-generation college students develop their perceptions of college engagement before college attendance through secondary sources. A group of high school students were assigned to read a college-themed mystery novel and rank a series of statements relating to college engagement before and after the activity. Viewpoints of college engagement shifted from a solely academic focus to a more holistic focus after reading the novel. Enjoyment and relatability of the novel were major factors contributing to the shift in viewpoints. Findings suggest that college preparation programs need to expand beyond academics to include social and emotional components through engaging mediums.
Journal Article
Citrus County
\"There shouldn't be a Citrus County. Teenage romance should be difficult, but not this difficult. Boys like Toby should cause trouble but not this much. The moon should glow gently over children safe in their beds. Uncles in their rockers should be kind. Teachers should guide and inspire. Manatees should laze and palm trees sway and snakes keep to their shady spots under the azalea thickets. The air shouldn't smell like a swamp. The stars should twinkle. Shelby should be her own hero, the first hero of Citrus County. She should rescue her sister from underground, rescue Toby from his life. Her destiny should be a hero's destiny\"--Page 4 of cover.
Book
Science identity development: how multimodal composition mediates student role-taking as scientist in a media-rich learning environment
Science identity has been widely discussed in recent years; however, research on its development in multimodal composing environments, especially in formal classroom settings, has yet to be fully investigated. This qualitative study unraveled the science identity development of sixth-grade students as they created multimodal science fiction stories in a STEAM course. Thirty-two students enrolled in the course and worked in groups of 3–5, and each student self-selected one of three roles: designer, scientist, or writer. This study focused on the students (n = 9) who took the role of scientist and examined their science identity development. Data sources include digital surveys, semi-structured group interviews, and multimodal artifacts. Our qualitative analysis suggests that (a) composing with modes of choices could drive interests in science; (b) students connected science practices in classrooms with those in professional domains through taking the role of scientist; (c) taking hybrid roles (i.e., a combination of scientist and other roles) while composing with multiple modes contributed to the recognition of science in non-science careers. Based on these findings, we discuss the implications for cultivating positive science identities and engaging early adolescents in career exploration.
Journal Article
Using fiction to improve intergroup attitudes: Testing indirect contact interventions in a school context
The aim of the study was to evaluate the efficacy of an intervention using indirect intergroup contact for improving intergroup attitudes in schools, in particular anti-Roma prejudice. Vicarious contact—a form of indirect intergroup contact—can be experienced through fictional book characters, who can serve as positive role models in terms of intergroup attitude improvement. A vicarious contact experiment was conducted with sixth grade students (
N
= 177) from three Slovak elementary schools, using passages from the Harry Potter series. A
three-group pretest-posttest design
was adopted; experimental condition 1 involved reading passages without subsequent discussion, experimental condition 2 involved reading the same passages followed by a discussion, while the control group was not involved in any activities. There was a significant improvement of intergroup attitudes in experimental condition 2 compared to the control group, while condition 1 did not show any such improvement. The first contribution of the study is in tackling conceptually distinct mediators of the intervention’s effect – perspective taking and narrative transportation. The second contribution is in demonstrating the added value of discussion in interventions focused on prejudice reduction in schools.
Journal Article
\Kids can make change\: Lessons from a Sixth-Grade Advocate
[...]Kiara demonstrated how students can use nonfiction texts to become more informed advocates. [...]Kiara's work in preparation for the advocacy showcase demonstrated how she connected change to collective advocacy and the role that young people play in this. Grace K. Tumushabe is a teacher candidate at Emmanuel College in Boston interested in exploring power imbalance within classrooms and how culturally responsive teaching practices can promote inclusivity and transform students' learning experiences.
Journal Article