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From the Editorial Board

From the Editorial Board Amy Charpentier University of North Carolina at Chapel Hill acharpen@gmail.com As I began my dissertation research, I returned to teaching as a high school social studies teacher in the Arkansas Delta. Apart from the reality of teaching in the Delta ­ high unemployment and poverty ­ my teaching situation is nearly perfect. I have small classes, supplies, administrative support, and motivated students. I control my curriculum. I have taken students on a college visit day, led a field trip to a research library, and read Howard Zinn with them. Yet the transition from student and researcher back to teacher has not been easy. I certainly have new knowledge that I have gained through graduate school and from reading journals like this one. But there is still a disconnection between what I have learned and how I put it into action in my own classroom. I wonder now if the reason that teachers do not read research, as they are so often implored to do, is because it is hard to translate it to classrooms. In this issue, Jennifer Job points out in her historical survey of the High School Journal that this journal has in the past been http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

From the Editorial Board

The High School Journal , Volume 93 (1) – Dec 9, 2009

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Publisher
University of North Carolina Press
Copyright
Copyright © University of North Carolina Press
ISSN
1534-5157
Publisher site
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Abstract

Amy Charpentier University of North Carolina at Chapel Hill acharpen@gmail.com As I began my dissertation research, I returned to teaching as a high school social studies teacher in the Arkansas Delta. Apart from the reality of teaching in the Delta ­ high unemployment and poverty ­ my teaching situation is nearly perfect. I have small classes, supplies, administrative support, and motivated students. I control my curriculum. I have taken students on a college visit day, led a field trip to a research library, and read Howard Zinn with them. Yet the transition from student and researcher back to teacher has not been easy. I certainly have new knowledge that I have gained through graduate school and from reading journals like this one. But there is still a disconnection between what I have learned and how I put it into action in my own classroom. I wonder now if the reason that teachers do not read research, as they are so often implored to do, is because it is hard to translate it to classrooms. In this issue, Jennifer Job points out in her historical survey of the High School Journal that this journal has in the past been

Journal

The High School JournalUniversity of North Carolina Press

Published: Dec 9, 2009

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