Multiple voices in a secondary English curriculum
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.
No Child Left Behind (NCLB), secondary English curriculum, Adequate Yearly Progress (AYP), reading instruction, history of English education
University of Illinois - Urbana-Champaign
Networked Digital Library of Theses and Dissertations
University of Illinois at Urbana-Champaign