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From the Editorial Board

From the Editorial Board 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 un- employment and poverty – my teaching situa- tion is nearly perfect. I have small classes, supplies, administrative support, and moti- vated 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 stu- dent 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 Amy Charpentier there is still a disconnection between what I University of North Carolina at Chapel Hill have learned and how I put it into action in acharpen@gmail.com my own classroom. I wonder now if the rea- son 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 his- torical survey of the High School Journal that this journal 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 © 2008 The University of North Carolina Press.
ISSN
1534-5157

Abstract

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 un- employment and poverty – my teaching situa- tion is nearly perfect. I have small classes, supplies, administrative support, and moti- vated 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 stu- dent 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 Amy Charpentier there is still a disconnection between what I University of North Carolina at Chapel Hill have learned and how I put it into action in acharpen@gmail.com my own classroom. I wonder now if the rea- son 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 his- torical survey of the High School Journal that this journal

Journal

The High School JournalUniversity of North Carolina Press

Published: Dec 9, 2009

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