Change I Can See: A High School English Teacher’s Perspective of the Writing Center’s Impact on Bilingual, Hispanic Students
The Successful High School Writing Center: Building the Best Program with Your Students
Dawn Fels and Jennifer Wells
This book highlights the work of talented teachers and tutors who connect theory and practice with the lessons they learned from working with students in their high school writing centers. The authors offer innovative methods for secondary and post-secondary educators interested in adolescent literacy, English Language Learners, new literacies, writing center pedagogy and evaluation, embedded professional development, differentiated instruction, and cross-institutional collaboration.
The Successful High School Writing Center demonstrates how writing centers help school communities that serve diverse student populations grapple with the realities that come with literacy education. Depicting real-life writing centers as leaders in literacy education, the accounts presented will enrich the work of teachers, writing center directors, writing center tutors, and student writers in socially significant ways.
- Models of writing centers and literacy centers that explicitly integrate reading and writing across the curriculum.
- Creative strategies from a diversity of schools, models, and students served.
- Literacy-based, collaborative research projects for writing center evaluation.
- Helpful forms.
Teachers College Press
Teachers, perspective, bilingual, Hispanic, high school
Arts and Humanities | Teacher Education and Professional Development | Technical and Professional Writing
Dvorak, Kevin and Katherine Palacio. (2011). Change I Can See: A High School English Teacher’s Perspective of the Writing Center’s Impact on Bilingual, Hispanic Students. In Dawn Fels and Jennifer Wells (Eds.), The Successful High School Writing Center: Building the Best Program with Your Students (19-27).