Creative Crisis: English Teacher Testimony of the Violent Writings of High School Youth

Autor/inn/en	Brown, Lori; Buskey, Frederick
Titel	Creative Crisis: English Teacher Testimony of the Violent Writings of High School Youth
Quelle	In: Journal of Adolescent & Adult Literacy, 58 (2014) 1, S.37-47 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.321
Schlagwörter	Violence; Writing (Composition); Language Arts; Qualitative Research; Statistical Analysis; Victims of Crime; English Teachers; Teacher Role; High School Students; Secondary School Teachers; Grade 9; Grade 10; Grade 11; Grade 12; Teacher Attitudes; Student Motivation; Surveys + Suchen Sie Ihr Suchwort? Gewalt; Schreibübung; Sprachkultur; Qualitative Forschung; Statistische Analyse; Victim; Victims; Crime; Opfer; Verbrechen; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerrolle; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Lehrerverhalten; Schulische Motivation; Survey; Umfrage; Befragung
Abstract	Violent writing is a real, yet rarely understood phenomenon in the secondary and post-secondary classroom. The 2007 Virginia Tech shooting tragedy sensationalized violent writing as a marker of disturbed and violent persons. However, violent writing comes in multiple forms and is composed for multiple reasons. As secondary schools wrestle with issues of school safety, they may be neglecting the front line role of English teachers confronted with violent texts, as well as the implications for student safety outside of school. This study defines and presents a typology for violent writing and reports on the prevalence of such writings among secondary English classrooms in a southern US state. The study uses quantitative and qualitative data to explore the construct. Research suggests that teachers should expect to receive samples of violent writing, particularly from victimized students. The disturbing number of domestic abuse and self-inflicted violence texts has implications for teacher response. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10