Blended Teaching Practices in English Language Arts
Abstract: In 2019, Graham et al. published K-12 blended teaching: A Guide to Personalized Learning and Online Integration, an open education resource textbook on blended teaching (BT) for preservice and inservice teachers. While response to the book has been positive, some practitioners who reviewed the book indicated a need for more content-specific examples. This research project was conducted to meet that need in the creation of a second book: K-12 Blended Teaching: A Guide to Practices within the Disciplines (Graham et al., 2021). This second book, like the first one, is founded on BT research and theory. Each chapter of the book focuses on one subject area and includes content-specific videos, ideas, management strategies, etc. within the four competency areas from the first book. To gather and identify practices for this book, we conducted 60- to 90-minute semi-structured interviews with 62 teachers from 17 school districts, who had experience in BT. Interviewers asked these teachers about their BT practices, philosophies, and experiences across four competency areas, as well as why they chose to blend and what barriers and enablers they experienced. Although the book is still under construction, the English Language Arts (ELA) chapter is finished and will serve as a template for the rest of the book. This presentation focuses on the research for BT within ELA, and the implications that the creation and results of this chapter have for the rest of the book.