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ERIC Number: ED452549
Record Type: Non-Journal
Publication Date: 2001-Nov
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Impact of Performance Assessment through NCATE on Literary Studies in the Nation: Shakespeare, Thoreau, and Other Classic Authors Continue To Be Included.
Thomas, Charles J.
This paper comes from an educator who worked on the National Council of Teachers of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts in 1996. The paper states that the work offered the educator/author the opportunity to discuss the many dimensions of English language arts preparation programs for undergraduate and graduate school candidates in the participating colleges and universities. It also states that since 1996 he has followed the implementation of the Guidelines through various matrix outlines that the National Council for the Accreditation of Teacher Education (NCATE) and NCTE program evaluators have developed based on the Guidelines. The main part of the paper deals with his observations about the field of literary studies. It voices some concerns about the existing Guidelines and the related Matrix used as part of the NCATE project. Thee was concern that the inclusive approach taken while writing the Guidelines resulted in a posture toward literary studies that avoided the prescriptive stance of earlier editions. Earlier editions of the Guidelines required candidates to study the history of literature in courses designated as American, British, and world literature surveys. The earlier editions favored the broader and more inclusive requirement that candidates be exposed to "literatures of human cultures" or an "exhaustive body of literature and literary genres in English and in translation." The paper explains why dropping these designations will have a loosening effect upon curricula accepted under the new NCATE standards, and offers some examples. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A