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SECONDARY ENGLISH TEACHERS' PERCEPTIONS AND EXPECTATIONS OF HIGH SCHOOL ATHLETES

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Date Issued:
2014
Abstract/Description:
In the United States, there are currently over seven million high school athletes, all of whom are required to take four years of core classes as well as elective classes. Core subject areas consist of math, science, social sciences, and English language arts. Of the four core subject areas, both national and state education committees place emphasis and scrutiny on English language arts. The research within this thesis, conducted in the form of an interview, is meant to explore English language arts teachers' possible attitudes and expectations of their student athletes in concern to their writing abilities. Special emphasis will be placed on secondary English language arts teachers' perceptions of student-athletes' use of the standard conventions of English, such as spelling, punctuation, syntax, and grammar, within their writing. The results of four interviews with secondary English language arts teachers revealed that these secondary English language arts teachers did not hold different perceptions of their student-athletes writing abilities as compared to their non-athlete peers. All four participants revealed that they believe that the student-athletes in their classroom have the same writing abilities as non-athletes, and that being labeled as a student-athlete does not give way to either positive or negative perception of their writing. This exploratory study is beneficial to both student-athletes and English language arts teachers, as it may have the ability to affect change in the way that teachers approach and teach their student-athletes.
Title: SECONDARY ENGLISH TEACHERS' PERCEPTIONS AND EXPECTATIONS OF HIGH SCHOOL ATHLETES.
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Name(s): Jarem, Sarah, Author
Wise, W. Scott, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2014
Publisher: University of Central Florida
Language(s): English
Abstract/Description: In the United States, there are currently over seven million high school athletes, all of whom are required to take four years of core classes as well as elective classes. Core subject areas consist of math, science, social sciences, and English language arts. Of the four core subject areas, both national and state education committees place emphasis and scrutiny on English language arts. The research within this thesis, conducted in the form of an interview, is meant to explore English language arts teachers' possible attitudes and expectations of their student athletes in concern to their writing abilities. Special emphasis will be placed on secondary English language arts teachers' perceptions of student-athletes' use of the standard conventions of English, such as spelling, punctuation, syntax, and grammar, within their writing. The results of four interviews with secondary English language arts teachers revealed that these secondary English language arts teachers did not hold different perceptions of their student-athletes writing abilities as compared to their non-athlete peers. All four participants revealed that they believe that the student-athletes in their classroom have the same writing abilities as non-athletes, and that being labeled as a student-athlete does not give way to either positive or negative perception of their writing. This exploratory study is beneficial to both student-athletes and English language arts teachers, as it may have the ability to affect change in the way that teachers approach and teach their student-athletes.
Identifier: CFH0004681 (IID), ucf:45318 (fedora)
Note(s): 2014-12-01
B.S.
Education, School of Teaching, Learning and Leadership
Bachelors
This record was generated from author submitted information.
Subject(s): High School Student
Student Athlete
Writing
Writing Abilities
Teacher Percpetions
Teacher Expectations
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH0004681
Restrictions on Access: public
Host Institution: UCF

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