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Changing Content in the English Curriculum


by Evelyn M. Copeland, Kenneth L. Donelson, Mary M. Galvan, Elisabeth McPherson & Margaret J. Early - 1977

The what of teaching cannot easily be distinguished from the how of teaching as the contributions to the Yearbook readily indicate. Yet the content parameters of English have so expanded over the past two decades that any review of current developments would seem incomplete without direct consideration of the changing nature of the discipline. In selecting five areas for special consideration in this chapter, the authors illustrate the gradual broadening of subject matter that has occurred both as a result of scholarly and professional developments and as a response to new instructional requirements. That many of these changes have precipitated controversies in individual communities is perhaps less significant than their demonstration of the vitality of English studies in a changing social and educational setting.

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This article originally appeared as NSSE Yearbook Vol 76, No. 1.


Cite This Article as: Teachers College Record Volume 78 Number 5, 1977, p. 145-196
https://www.tcrecord.org ID Number: 19000, Date Accessed: 5/22/2022 9:51:38 PM

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About the Author
  • Evelyn Copeland
    Fairfield University
    E-mail Author
    EVELYN M. COPELAND is a consultant for English and Humanities at Fairfield University.
  • Kenneth Donelson
    Arizona State University
    E-mail Author
    KENNETH L. DONELSON is a Professor of English at Arizona State University.
  • Mary Galvan
    Austin, TX
    E-mail Author

  • Elisabeth McPherson
    Forest Park Community College
    E-mail Author
    ELISABETH MCPHERSON is the Chairperson of the Humanities Division at Forest Park Community College in St. Louis.
  • Margaret Early


 
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