In the United States, there are currently over seven million high school athletes, all of whom are required to take four years of core classes as well as elective classes. Core subject areas consist of math, science, social sciences, and English language arts. Of the four core subject areas, both national and state education committees place emphasis and scrutiny on English language arts. The research within this thesis, conducted in the form of an interview, is meant to explore English language arts teachers' possible attitudes and expectations of their student athletes in concern to their writing abilities. Special emphasis will be placed on secondary English language arts teachers' perceptions of student-athletes' use of the standard conventions of English, such as spelling, punctuation, syntax, and grammar, within their writing. The results of four interviews with secondary English language arts teachers revealed that these secondary English language arts teachers did not hold different perceptions of their student-athletes writing abilities as compared to their non-athlete peers. All four participants revealed that they believe that the student-athletes in their classroom have the same writing abilities as non-athletes, and that being labeled as a student-athlete does not give way to either positive or negative perception of their writing. This exploratory study is beneficial to both student-athletes and English language arts teachers, as it may have the ability to affect change in the way that teachers approach and teach their student-athletes.
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Wise, W. Scott
Bachelor of Science (B.S.)
College of Education and Human Performance
Teaching, Learning, and Leadership
Dissertations, Academic -- Education; Education -- Dissertations, Academic
Length of Campus-only Access
Honors in the Major Thesis
Jarem, Sarah, "Secondary English Teachers' Perceptions and Expectations of High School Athletes" (2014). HIM 1990-2015. 1672.