There has been an increase in research regarding experiences within virtual education. However, little attention has been given to the middle level context. Through a theoretical lens grounded in stageenvironment fit theory, this phenomenological case study describes the lived experiences of two middle level virtual learners as they engage in an academic year of virtual middle school. Their shared experiences give attention to a need for relatedness, self-efficacy, motivation and autonomy in the virtual context.
Despite calls from national organizations (CAEP, NCTE) to prepare teachers to include the study of LGTBQ culture into classrooms, little progress has been made incorporating LGTBQ themed literature and dialogue surrounding LGBTQ issues in secondary classrooms (Clark, 2010; Sieben & Wallowitz, 2009; Haertling-Thein, 2013). To examine why, this qualitative case study explored the transition of two educators who participated in LGBTQ teacher training as teacher candidates from pre-service to practicing teachers. Consistent with current research, the researchers discovered that teacher training in LGBTQ literature and issues promoted an ally-stance. Participants came to recognize the need to include this genre within their curriculum as practicing teachers and made a commitment to do so. However, this stance was not enough to influence the actual use of LGBTQ literature and dialogue surrounding LGBTQ issues in the classroom. We discuss the factors that shape this resistance despite participants maintaining an ally-stance. We recommend a more widened scope of study of LGBTQ issues and literature within our English teacher education programs and added professional development of current practicing teachers and administrators in an effort to make explicit the literary value of LGBTQ themed texts and the responsibility for dialogue on LGBTQ issues to occur.
Members of the NCTE Standing Committee Against Censorship provide suggestions for combating resistance to progressive curricula and inclusiveclassroom libraries.
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