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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Secondary & Continuing Educ

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2013

Author dc:creator

• Holding, Elizabeth

Contributors dc:contributor

• Dressman, Mark A.
• Hackmann, Donald G.
• Johnston-Parsons, Marilyn A.
• McCarthey, Sarah J.

• No Child Left Behind (NCLB)
• secondary English curriculum
• Adequate Yearly Progress (AYP)
• reading instruction
• history of English education

Statement dc:rights

• Copyright 2013 Elizabeth Holding

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/44376

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/44376