Carl Young
· Associate Professor, English Language Arts EducationVerifiedNorth Carolina State University · Health, Physical Education, and Recreation
Active 1876–2024
About
Carl A. Young is an associate professor of English Language Arts (ELA) education in the Department of Teacher Education and Learning Sciences at NC State University within the College of Education. He is a former middle grades and high school English language arts teacher. Dr. Young serves as Program Coordinator for Undergraduate Middle Grades ELA and Social Studies Education, as well as for both the Master of Arts in Teaching (MAT) and Master of Education (MEd) ELA Education programs. His responsibilities include program administration, student advising, and faculty participation across these programs, along with teaching and advising students in the Literacy and English Language Arts Doctoral Education Program. His research focuses on effective methods for teaching ELA, with particular emphasis on digital literacies and emerging technologies, including artificial intelligence (AI) and civic literacy and engagement. Dr. Young teaches courses and conducts research on strategies for teaching composition, literature for young adults, reading comprehension, and action research. He has published extensively in academic journals and edited volumes, and has contributed chapters to books on technology in English education. Additionally, he co-founded initiatives such as the Voices of North Carolina Professional Development Initiative and the New Literacies Teacher Leader Institute, and developed international programs including a summer global studies program in New Zealand. Recognized for his teaching excellence, Dr. Young has received multiple awards at NC State, including the College of Education Board of Governors Award for Teaching Excellence and membership in the university’s Academy of Outstanding Teachers.
Research topics
- Computer Science
- Psychology
- Mathematics education
- Medicine
- Sociology
- Medical education
- Pedagogy
- Communication
- Business
- Finance
Selected publications
In Conversation About GenAI in ELA Education
2024-01-01 · 3 citations
other1st authorCorrespondingThe Maed English Education Electronic Portfolio Experience
Routledge eBooks · 2023
1st authorCorresponding- Communication
- Psychology
- Business
This chapter focuses on English education students perceptions of and experiences with the MAED English Education Electronic Portfolio requirement at Virginia Tech, where the author served as assistant professor from 2001 to 2006 and as program advisor from 2004 to 2006. The purpose of the portfolio is for students to reflect critically upon their experiences in the program and in the field, as well as to demonstrate their pedagogical ability, their knowledge of their content area, and their completion of all program requirements and related standards. When the author began as a faculty member in the TESH program, he observed that the electronic portfolio requirement was an artificial experience for most students. A key piece of evidence warranting these assertions includes the students narrative reflections describing their MAED English Education Portfolio experience composed after the completion of the portfolio presentations.
English Education · 2022-01-01 · 1 citations
articleSenior authorIn this essay, three teacher educators explore their individual pandemic-imposed online “zippered borders” (Fine, 1994, p. 71). Their reflections on navigating the challenges that the past two years created for them and their students resulted in a deeper understanding of the hyphens of teaching various literacy and English language arts methods courses in a virtual setting. The authors’ respective journeys and collaborative sense-making of their commonalities provide critical insights and, perhaps, some inspiration for others to reflect and consider how our best efforts as teacher educators are still, always, in the hyphens.
Teaching Diverse Young Adult Literature in Challenging Times
Advances in educational marketing, administration, and leadership book series · 2022
1st authorCorresponding- Sociology
- Computer Science
- Pedagogy
With classrooms growing increasingly diverse, the need for literature that reflects a variety of experiences is imperative. Educators play a significant role in placing diverse literature into the hands of young readers; however, in order to achieve the goal of increased access, teacher preparation programs must provide candidates with quality instruction that addresses this need. Framed in action research, this study centers on the experiences of a teacher educator and four graduate students connected by and through the teaching of diverse young adult literature (YAL). Reflecting upon their experiences implementing literature circles (LCs) online in the pandemic, the authors offer critical insights and strategies for teaching and facilitating effective discussions surrounding diverse YAL addressing challenging topics in both K-12 and university classrooms.
Cooperative Learning in Virtual High School English Language Arts
Advances in educational technologies and instructional design book series · 2022 · 1 citations
Senior authorCorresponding- Computer Science
- Mathematics education
- Psychology
Cooperative learning (CL) has the potential to increase students' college and career readiness with benefits including higher student achievement, higher critical thinking, and greater psychological health (Johnson & Johnson, 1983, 1989; Kramarski & Mevarech, 2003; Natasi & Clements, 1991; Webb & Mastergeorge, 2003). This study explores student attitudes toward cooperative learning in two virtual high school English language arts (ELA) courses which occurred as a direct result of the COVID-19 pandemic. Employing action research methodology, the authors gained valuable insights about structuring cooperative learning in an online learning environment effectively. The study took place during the first eight weeks of two tenth grade ELA courses, one standard and one honors. Findings suggest many factors influence the implementation of effective cooperative learning within the virtual ELA classroom, including student attitudes and relationships, instructional time, class size, interdependence and group accountability, task completion, and modeling and practice.
Digital Archive @ GSU · 2019-09-01 · 1 citations
articleOpen access2018-08-10 · 2 citations
book-chapter1st authorCorrespondingStructured Abstract Purpose – To examine the potential social media has for increasing pre-service English language arts (ELA) teachers’ language interest, awareness, and content knowledge by engaging them in an ongoing collaborative effort to seek out, make observation about, and highlight contemporary examples of language, literacy, and culture in action in global media using Twitter as a platform. Design – The research design was qualitative and included a thematic analysis of Twitter posts from the pre-service teacher participants during the semester, informal feedback about the experience during the semester, and written reflections at the end of the semester. Students worked independently on the assignment throughout the semester, outside of a few brief, and informal check-ins during class by the instructor. At the end of the semester, students completed an open-ended survey to reflect on their experiences with and takeaways from participating in this Twitter-based language exploration activity. The theoretical frameworks that were foundational to the study included the technological, pedagogical, and content knowledge (TPACK) framework (Koehler & Mishra, 2008) and Andrews’ (2006) criteria for language exploration and awareness. Findings – The findings of this qualitative study indicate that engaging pre-service teachers in an ongoing collaborative effort to promote language, literacy, and culture via social media has great potential in terms of students increasing not only their knowledge of language and language awareness, but also their TPACK overall. Specific examples of how participants responded to the experience are provided. Practical Implications – This study contributes to the literature on the potential impact of social media on content area learning and teacher preparation by providing concrete, research-based suggestions for how both English teacher educators and middle and secondary ELA teachers can engage in collaborative efforts to learn more about, expand definitions of, and promote aspects related to ELA content, like language awareness, variety, and dialect. It includes recommendations for both teacher educators and middle and secondary ELA teachers to expand their notions for defining and teaching aspects of language that go beyond a narrow focus on grammar and to consider ways that social media and digital literacies can enhance these efforts.
2017-11-29
article1st authorCorrespondingFlipping the Flip to Empower Students
Advances in educational technologies and instructional design book series · 2017-03-31
book-chapterOne of the key criticisms leveled at the flipped method of instruction is that it is simply “business as usual” with teachers delivering didactic lectures, and the students relying on them for information. To address this issue, the authors each enacted a form of flipping in their respective classroom contexts in which students made digital videos for their peers to view for instructional gain. This process, which the authors dubbed SMILE (Student Made Inquiry-based Learning Experience), advocates for students to be the creators of content actively engaging their peers. Rather than teachers serving in a more traditional role, they serve as facilitators in this model. Results from action research across the varying classroom contexts indicated that students were highly engaged and achieved targeted learning goals through the SMILE process.
Chapter 6. Doctrine, Ritual, and Social Action in Ch’Ŏndogyo, 1906–1908
University of Hawaii Press eBooks · 2017-12-31
book-chapter1st authorCorresponding
Frequent coauthors
Education
- 2001
PhD English Education, Curriculum and Instruction
University of Virginia
- 1991
MT Secondary English Education, Curriculum and Instruction
University of Virginia
- 1991
BA English Language and Literature, English
University of Virginia
Awards & honors
- College of Education Board of Governors Award for Teaching E…
- Alumni Association Outstanding Teacher Award
- College of Education Outstanding Teacher Award
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