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In order to prepare students to read for academic success and informed civic participation, teachers must give students practice in reading for argument in both born digital, printed texts, often digitized to be accessed on digital devices. However, instruction in school remains focused on texts that are not born digital, not least as academic assessments privilege reading for, and writing, argument in conventional, linear forms that do not involve born digital features. The purpose of this study was to examine the impact of an intervention designed to improve the reading and writing of argument of high school seniors at a neighborhood urban public school through focused attention to born digital texts. Through analysis of student performance in formal assessments, and open coding of class activities and stimulated recall interviews, the following research questions were explored: 1. To what extent does a curriculum focused on the writing of academic arguments supplemented by a focus on born digital texts affect students’ writing performance on a college placement test? 2 To what extent does a curriculum focused on the writing of academic arguments supplemented by a focus on born digital texts affect students’ performance on the reading and writing activities in which they engaged as part of that curriculum? Pre and post testing of writing indicated that teaching reading for argument in born digital texts benefitted students in a limited fashion. Analysis of classwork and stimulated recall interviews using an analytic tool that centers on students' construction of readers, texts, contexts, and authors, as well as their deployment of rules of notice offers a more nuanced picture of student reading practices and highlights increasingly sophisticated critical readings in the classroom exposed to born digital texts. / Literacy & Learners

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This study investigated teachers' perspectives of the digital interface used in the English Language Arts (ELA) Florida Standards Assessment (FSA) Practice Test. The ELA FSA is a high-stakes, standardized, computer-based test used to assess student, teacher, and school performance Prior research has focused on the validity of the test items as opposed to how the interface may affect the response process. Survey and focus group data were collected from teachers and instructional coaches in grades 3 to 8 in one Central Florida school district. Participants expressed that the ELA FSA interface is not user-friendly, along with the students not being familiar with the accompanying digital tools and awkward test navigation tools. Even familiar digital tools, such as the highlighting tool, are used in atypical ways. Students are also unable to use essential reading comprehension strategies they learn in school. Interpreting these findings through user-centered design principles, the test design is not consistent with students' prior experiences and allows users too much user control, leading to cognitive overload for students. These design choices may differentially affect test-takers' response processes, leading to questions about the validity and fairness of the ELA FSA. Recommendations are made to improve the design of the interface and for best practices to scaffold student success on the ELA FSA Practice Test through professional development for teachers.

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The purposes of this study were to present a historical interpretation and explanation of the middle school innovation and to examine the characteristics of model middle schools. In light of the available body of knowledge is the middle school a reasonable innovation to sustain and implement? A subsidiary purpose was to determine if there were any consensually agreed upon characteristics. The main research question is:;A comprehensive review of the literature was completed to provide the history of middle level education. Beginning with an explanation of the work of the Committee of Ten in 1893, the study provided a report on the current status of the middle school movement and established the rationality and reasonableness of the program in meeting the intent established by the Committee of Ten. The educational, social, and political issues that affected the development of the middle school movement were also examined.;The second part of the study included an examination of the literature on middle level education for the past quarter of a century to determine the essential characteristics of good middle schools. The rationale for implementing teacher training, flexible scheduling, and a core and exploratory curriculum was also examined as they relate to the middle school program.;It was concluded that the middle school is a reasonable innovation to sustain and implement in light of the available body of knowledge. The middle school itself is now being presented as a distinct unit in the educational system that provides a transitional program between the elementary school and high school. The literature and research of middle level education also indicated that highly successful middle schools have very similar programs.;Further study is needed to determine what types of teaming arrangements are most appropriate for the various middle grades, the strengths and weaknesses of various middle school daily schedules, and the effects of the interdisciplinary approach used in the middle school.