Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Curriculum and Instruction
Adoption And Integration Of Best Practice Methods In Secondary English Teaching, Gretchen Rumohr-Voskuil
Adoption And Integration Of Best Practice Methods In Secondary English Teaching, Gretchen Rumohr-Voskuil
Dissertations
Commencing with a critical examination of the history and rhetorical force of the term "best practice," this dissertation undertakes a qualitative study of three secondary English teachers, considering their adoption and integration of best practice methods. The subjects, represented by urban, suburban and rural secondary schools, were National Writing Project participants identified as "exemplary teachers" by a NWP site director. "Best practice" methods analyzed included the process model for the teaching of writing and literature, student decision-making, and a low-risk writing environment. Factors that were found to influence the adoption of best practice methods included undergraduate and preservice experiences, intern …
Electronic Literacy: Teaching Literary Reading Through The Digital Medium, Robert Adams Rozema
Electronic Literacy: Teaching Literary Reading Through The Digital Medium, Robert Adams Rozema
Dissertations
Over the last decade, digital technology has become an increasingly important part of education. In the discipline of English language arts, digital technology has been enlisted to teach writing, as the word processor and more recently, the World Wide Web, have provided new tools and new publishing opportunities for student writers. The presence of digital technology is less pronounced, however, in literature instruction in secondary schools. In both theoretical and practical discussions of digital technology and literature, the two mediums have been conceived as radically different. This dissertation argues that the digital medium, and more specifically the World Wide Web, …
How Does It Mean? Literary Theory As Metacognitive Reading Strategy In The High School English Classroom, Lisa J. Schade
How Does It Mean? Literary Theory As Metacognitive Reading Strategy In The High School English Classroom, Lisa J. Schade
Dissertations
In the last two decades, serious scholarly attention has been paid both to theories of teaching reading and to theories of literary interpretation. These potentially related fields have been treated as separate, focused either on teaching reading in the elementary grades or on teaching interpretation to advanced college literature students. Until very recently the relevance of either reading theory or literary theory to middle school or high school pedagogy has remained unexamined. My research, as a reflective practitioner, addresses this important gap. I focus on the teaching of literary theory in the high school English classroom as a strategy to …