Show simple item record

dc.contributor.advisorSherrye D Garrett
dc.contributor.authorCulbertson, Deborah Jean
dc.date.accessioned2013-02-28T20:49:18Z
dc.date.available2013-02-28T20:49:18Z
dc.date.issued2013-02-28
dc.identifier.urihttp://hdl.handle.net/1969.6/411
dc.description"A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction."en_US
dc.description.abstractThis dissertation analyzed English language arts standards for changes in the focus and foundation of English language arts content, which added a new dimension to existing research. The population of the study included primary and secondary documents, including nationally published standard documents for 9th - 12th grade, the setting is 1894 - 2010. Brief histories of the American high school and standardization are woven into the development of high school English. The research methodology includes a combination of interim analysis of the literature and the standards, and a content analysis of the foundational standards. A philosophical inquiry of key terms was included in the analysis because terms changed meaning as time passed. The researcher developed detailed semantic maps to demonstrate the changes in the standards. Through these maps and the amended setting, a foundation of standards became apparent. The implications of the foundation standard study are: Media standards should align to visual literacies instead of quick changing technologies; motivation in reading is from self selection which should be reflected in the standards; developmental reading and ways of reading should be defined in the standards; more research in grammar- current grammar instruction is consistently listed as invalid; and elaboration on the impact of political decisions on English language arts. English educators yearn for an answer to the dichotomy in their content; a look at the history may provide some basis for change.en_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjectCurriculum and standards in Englishen_US
dc.subjectHigh School Englishen_US
dc.subjectHistory of English language arts in high schoolen_US
dc.subjectHistory of Standards in high schoolen_US
dc.titleHistory of standardization of English language arts: an analysis of the foundation and focus of English language artsen_US
dc.typeTexten_US
thesis.degree.disciplineCounselor Educationen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US
dc.description.departmentCounseling & Educational Psychologyen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.type.genreDissertationen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record