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Meredith Kressen

January 29, 2017


Google Scholar

Topic: Christian Z. Goering

1. Exploring the Role of Music in Secondary English and History


Classrooms through Personal Practical Theory
By: Christian Z. Goering, Bradley J. Burenheide
Published: 2010
https://eric.ed.gov/?id=EJ948697

2. We Were the Teachers, not the Observers: Transforming Teacher


Preparation through Placements in a Creative, After-School Program
By: Nikki Holland, Iris Shepard, Christian Z. Goering, and David A.
Jolliffe
Published: 2011
http://trace.tennessee.edu/cgi/viewcontent.cgi?
article=1209&context=jaepl

3. Editors Introduction: A Call for Revolution in High School to College


Reading Instruction
By: David A. Jolliffe and Christian Z. Goering
Published: 2014
https://www.researchgate.net/profile/Chris_Goering/publication/311319
202_Editors'_Introduction_A_Call_for_Revolution_in_High_School_to_Coll
ege_Reading_Instruction/links/58417ed608ae8e63e6218a4a.pdf

Summary on Editors Introduction: A Call for Revolution in High School to


College Reading Instruction

This article focuses on the writers perspective over the lack of


engagement young students find in their writing, and how this has carried
over into the education system in the postsecondary and secondary levels
of education. We know that students in the upper levels of education are
significantly unengaged in their reading, as a majority of students have
admitted to only spending an average of six hours a week to reading
preparation. We know this is not enough time to thoroughly read required
text for classes, as the average student takes twelve to fifteen hours,
each estimating two hours of preparation for each hour of class time. In
high school, students reported spending less than an hour a week
devoted to assigned reading and classroom preparation. Most students
come to college significantly unprepared for the reading or the critical
thinking that analyzing and evaluating this reading requires. Students not
blatantly ignore the reading, but they also do not have the capability to
read for their classes as they feel it is not expected of them.
The authors believe that a revolutionary movement needs to be taken
to improve the reading capacity and capability of students in high school
and higher education. Knowledge of the student needs to be constantly
growing and understood not just simply memorized and regurgitated
for an exam or assignment. One problem that is briefly discussed in this
article is the push towards Common Core State Standards in elementary
and secondary schools in the past few years, and how it has basically
created a national curriculum. These authors believe that CCSS can be
detrimental, as it is taking away from learning as a process of gathering
information, and more towards a future economic function. Overall, this
article is a critique of how English Language Arts is taught in the public
school system, and how a reform needs to be created by educators. The
means as to how to lead a reform are not explicitly clear; however this
article provides ample evidence to why one is needed and the effect it is
having on higher education.