ERIC Number: ED022753
Record Type: RIE
Publication Date: 1967-Sep
Reference Count: N/A
An Analysis of Selected English Teaching Practices in Thirteen Indiana Public School Systems as Related to Research.
Devries, Ted D.
To determine the extent to which new knowledge from educational research is put into practice in the classroom, a questionnaire was sent to English teachers in 13 Indiana public school systems to survey (1) the teachers' acceptance and use of selected classroom practices found in research and professional writings, (2) their awareness of the implications of research for teaching the language arts, and (3) their teaching experience and educational background in various language arts areas. The responses indicated that (1) the teachers are heavily prepared in literature and poorly prepared in other language arts, (2) the level of professional preparation and number of years of teaching experience appear to have little effect on the caliber of language arts instruction, (3) many English teachers are unfamiliar with recent research in the language arts or with concepts of the learning process, (4) teacher education institutions do not acquaint prospective English teachers with recent research and professional writings in the field, and (5) research in the language arts has had little effect upon classroom practices or curriculum revision in the school systems represented in the study. Teacher education institutions, secondary-school systems, and individual teachers should concentrate on remedying the deficiencies revealed by this study. (LH)
Descriptors: Educational Research, English Curriculum, English Instruction, Language Arts, Language Instruction, Teacher Attitudes, Teacher Education, Teacher Effectiveness, Teacher Evaluation, Teacher Improvement, Teacher Responsibility, Teachers, Teaching Experience, Teaching Methods, Writing (Composition)
University Microfilms, 300 North Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 68-4714, MF $3.00, Xerography $7.00).
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Submitted to the School of Education for the Doctor of Education degree, Indiana Univ., September 1967.