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REFLECTIONS OF ENGLISH CURRICULUM RE...

SALTER, KAY HUTCHINS.

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REFLECTIONS OF ENGLISH CURRICULUM REFORM (1893-1924) IN THE "LITERATURE AND LIFE" TEXTS (HISTORY, HUMANISM, SOCIAL EFFICIENCY).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	REFLECTIONS OF ENGLISH CURRICULUM REFORM (1893-1924) IN THE "LITERATURE AND LIFE" TEXTS (HISTORY, HUMANISM, SOCIAL EFFICIENCY)./
作者:	SALTER, KAY HUTCHINS.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1985,
面頁冊數:	201 p.
附註:	Source: Dissertations Abstracts International, Volume: 46-07, Section: A.
Contained By:	Dissertations Abstracts International46-07A.
標題:	Education history. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8606087

REFLECTIONS OF ENGLISH CURRICULUM REFORM (1893-1924) IN THE "LITERATURE AND LIFE" TEXTS (HISTORY, HUMANISM, SOCIAL EFFICIENCY).
SALTER, KAY HUTCHINS.

REFLECTIONS OF ENGLISH CURRICULUM REFORM (1893-1924) IN THE "LITERATURE AND LIFE" TEXTS (HISTORY, HUMANISM, SOCIAL EFFICIENCY). - Ann Arbor : ProQuest Dissertations & Theses, 1985 - 201 p.

Source: Dissertations Abstracts International, Volume: 46-07, Section: A.

Thesis (Educat.D.)--University of Georgia, 1985.

This item must not be added to any third party search indexes.

This research combines an investigation of the history of English curriculum, as outlined by specific curriculum documents published between 1893 and 1917, with an analysis of the original series of literature anthologies published by Scott, Foresman and Company in 1922-24. The entire study employs Herbert Kliebard's curriculum interest group ideas as a lens for viewing curriculum interests which may have influenced English teaching during the early years of this century. As a result, this research concludes that while curriculum documents such as The Report of the Committee on Secondary School Studies, plus Uniform Entrance Requirements in English, and The Report of the Committee on Reorganization of English in the Secondary Schools as well as the original series of Scott, Foresman literature anthologies, entitled Literature and Life, all employed the rhetoric of curriculum reform, in actual practice they were not far removed from status quo humanist interests which viewed literature teaching as essentially for the purpose of passing on cultural heritage. The classical core of works suggested for high school study were cited by some (e.g. the editors of Literature and Life) as being not only necessary to college preparation, but also essential for students who were expected to lead moral and productive lives as this nation's future citizens. Even though the ideas of other curriculum groups, such as the developmentalists, efficiency educators, and social meliorists, were also manifested in some of the curriculum documents examined, as well as in the introductions to Scott, Foresman's anthologies, works representing these ideas were not often cited as replacements for the classics, but rather the classics were typically allowed to remain as the basis of a literature curriculum to which other works might be added to help meet the needs of a changing high school population. This study concludes that in the case of English curriculum reform, what resulted during the early years of this century was not far removed from what is happening in education today. The rhetoric of reform still proves confusing to educators who wish to ascertain which current changes in educational practice are real and which are imagined.Subjects--Topical Terms:

3171959
Education history.

REFLECTIONS OF ENGLISH CURRICULUM REFORM (1893-1924) IN THE "LITERATURE AND LIFE" TEXTS (HISTORY, HUMANISM, SOCIAL EFFICIENCY).
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245 1 0 $a REFLECTIONS OF ENGLISH CURRICULUM REFORM (1893-1924) IN THE "LITERATURE AND LIFE" TEXTS (HISTORY, HUMANISM, SOCIAL EFFICIENCY).
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1985
300 $a 201 p.
500 $a Source: Dissertations Abstracts International, Volume: 46-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Educat.D.)--University of Georgia, 1985.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a This research combines an investigation of the history of English curriculum, as outlined by specific curriculum documents published between 1893 and 1917, with an analysis of the original series of literature anthologies published by Scott, Foresman and Company in 1922-24. The entire study employs Herbert Kliebard's curriculum interest group ideas as a lens for viewing curriculum interests which may have influenced English teaching during the early years of this century. As a result, this research concludes that while curriculum documents such as The Report of the Committee on Secondary School Studies, plus Uniform Entrance Requirements in English, and The Report of the Committee on Reorganization of English in the Secondary Schools as well as the original series of Scott, Foresman literature anthologies, entitled Literature and Life, all employed the rhetoric of curriculum reform, in actual practice they were not far removed from status quo humanist interests which viewed literature teaching as essentially for the purpose of passing on cultural heritage. The classical core of works suggested for high school study were cited by some (e.g. the editors of Literature and Life) as being not only necessary to college preparation, but also essential for students who were expected to lead moral and productive lives as this nation's future citizens. Even though the ideas of other curriculum groups, such as the developmentalists, efficiency educators, and social meliorists, were also manifested in some of the curriculum documents examined, as well as in the introductions to Scott, Foresman's anthologies, works representing these ideas were not often cited as replacements for the classics, but rather the classics were typically allowed to remain as the basis of a literature curriculum to which other works might be added to help meet the needs of a changing high school population. This study concludes that in the case of English curriculum reform, what resulted during the early years of this century was not far removed from what is happening in education today. The rhetoric of reform still proves confusing to educators who wish to ascertain which current changes in educational practice are real and which are imagined.
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