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ERIC Number: EJ946198
Record Type: Journal
Publication Date: 2011-Nov
Pages: 16
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0034-527X
Research in Secondary English, 1912-2011: Historical Continuities and Discontinuities in the NCTE Imprint
Brass, Jory; Burns, Leslie David
Research in the Teaching of English, v46 n2 p171-186 Nov 2011
This study identified historical continuities and discontinuities across a century of secondary research published in "English Journal" (1912-1966) and "Research in the Teaching of English" (1967-2011). It highlights considerable methodological continuity across six decades of "English Journal" and some shifts in research emphases that tended to echo changing emphases in psychological research, curriculum reforms, and critiques of traditional linguistics. The analysis of secondary research published in "Research in the Teaching of English" explores how "RTE" emerged in 1967 with a definition of empirical social science that both expanded and contracted practices of positivist research and also excluded traditions of practitioner research and humanities-based research that had been published for decades in "EJ." Next, the study tracks patterns of continuity and change across "RTE" from the late 1960s to the present, including shifts in secondary research that seemed to echo shifts in behavioral science (1960s-1980s), cognitive psychology (1980s), and the onset of "sociocultural" research (early 1990s to present). The article concludes with a brief discussion of overarching impressions of continuity and change in secondary research, the place of "science" within the NCTE imprint, and a call for more historical research in English education.
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A