The language arts inclusion classroom in an urban setting: How can we prepare secondary educators for this task?


It is critical to students' academic success that Language Arts teachers are effective, especially at high school level as high stakes tests greatly influence their future opportunities. The role of the Language Arts teacher becomes even more important with the complex environment of an urban inclusion classroom. This article analyzes interview responses from current urban secondary language arts teachers. Each interview was coded with special attention given to data that challenged previous studies or further supported much needed and well documented change in teacher training. The article concludes with recommendations for improving teacher readiness for the secondary urban inclusion classroom.

Publication Title

Journal for the Liberal Arts and Sciences

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