ERIC Number: ED029012
Record Type: RIE
Publication Date: 1968-Oct
Reference Count: 0
A Study of Responses of Prospective English Teachers to a Test on Theories of Literary Criticism. Interim Report.
Madsen, Alan L.
This study was designed to (1) determine whether prospective English teachers who had taken a course in literary criticism differed significantly from those who had not, and (2) discover what books on critical theory students had read and whether a relationship existed between number of books read and scores on a literary criticism test. A test was developed to measure students' critical vocabulary and their understanding of the theories of the New Criticism, New-Aristotelianism, and Archetypal Criticism. It was validated by selecting only those items from an experimental form of the test on which a group of specialists agreed. The test was administered to 262 seniors enrolled in English teacher-training programs at 10 Illinois colleges and universities during 1967-68. Results indicated (1) that undergraduate students who had taken a literary criticism course had a greater, more systematic understanding of critical theory than those who did not; (2) that independent reading had little or no effect on test scores; (3) that a majority of the books read dealt with New Criticism; and (4) that undergraduate courses are more effective in imparting an understanding of critical theory than in conveying a critical lexicon. (The test is included.) (LH)
Descriptors: Books, Education Majors, Educational Testing, English Education, English Instruction, High School Seniors, Independent Reading, Literary Criticism, Literary Devices, Literary Genres, Literature, Program Evaluation, Teacher Education, Teacher Education Curriculum, Tests, Theories, Vocabulary
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Illinois State-Wide Curriculum Study Center in the Preparation of Secondary English Teachers, Urbana.