Files in this item



application/pdfElizabeth_Holding.pdf (655kB)
(no description provided)PDF


Title:Multiple voices in a secondary English curriculum
Author(s):Holding, Elizabeth
Director of Research:Dressman, Mark A.
Doctoral Committee Chair(s):Dressman, Mark A.
Doctoral Committee Member(s):Hackmann, Donald G.; Johnston-Parsons, Marilyn A.; McCarthey, Sarah J.
Department / Program:Curriculum and Instruction
Discipline:Secondary & Continuing Educ
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):secondary English curriculum
Adequate Yearly Progress (AYP)
reading instruction
history of English education
No Child Left Behind (NCLB)
Abstract:This qualitative study, featuring one American high school English department, analyzed why a secondary school chose certain literature for its English curriculum. The featured school had experienced a significant demographic change and had failed to meet AYP for 7 years. This study examined why the school continued to use many of the same materials it had used for 15 years and the impact the recent emphasis on reading instruction had on the literature program and the teachers. The study also considered the impact that the teachers’ background, the English department’s history, and the collective memory of English education in the United States all had on the selections. Additionally, this study investigated the ways in which the pressure to meet NCLB standards influenced the literature selection process.
Issue Date:2013-05-24
Rights Information:Copyright 2013 Elizabeth Holding
Date Available in IDEALS:2013-05-24
Date Deposited:2013-05

This item appears in the following Collection(s)

Item Statistics