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ERIC Number: ED258187
Record Type: Non-Journal
Publication Date: 1982
Pages: 27
Abstractor: N/A
Reference Count: N/A
The Conceptualization of Literature Instruction by Nine High-School English Teachers.
Luka, Leslie Richard
The combined methods of observation and interview were used in a study examining how English teachers conceptualize instruction in literature. Nine high school English teachers from two midwest, suburban high schools served as the subjects. In the first two meetings, the teachers were informed that two people would be observing and taping one of their class periods, during which all teachers would teach the same short story. Interviews with the teachers were conducted after the tapings. Classroom observations and teacher interviews were analyzed in order to provide descriptions of the nature and components of preinstructional deliberation by high school English teachers. The information collected throughout the study supports the conclusion that the teachers participating in this study perceived learning to result from contact with or exposure to the item to be learned; that is, teachers viewed learning as a presentation of details to be recalled by the students. Consequently, their classroom activities did not reflect a pattern of progression of skills in any type of hierarchical and sequential order. Results suggest that instead of being a prime source for developing thinking skills among students, inquiry into literature at the high school level may be impeding higher level cognitive development. (DF)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A