Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1962. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 329-350).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thèse--Lettres--Dijon, 1976. / Bibliogr. p. 369-389. Index.

The start of the research for this thesis coincided with the introduction, for the first time in state schooling, of the compulsory study and examination of Shakespeare plays at Key Stage 3. The initial stage of the research involved a survey, conducted by postal questionnaire, of the teaching of Shakespeare in fifty secondary schools in West Sussex and Hampshire. The second stage was the classroom observation in five of the surveyed schools of Year 9 lessons where Shakespeare was being taught. The third stage involved the interviewing of the five class teachers and 25% of the pupils in the observed lessons. The thesis describes and analyses, from the literature available, the development of Shakespeare teaching in secondary schools in the twentieth century. From the critical assessment of this history, together with the analysis of the data, a number of findings and key issues emerge. Year 9 is identified as the year in secondary schooling where the most teaching of Shakespeare takes place and also where the greatest variety of teaching methods are employed. In particular, this research concludes that the compulsory examination at the end of Key Stage 3 is inappropriate and has an inhibiting and limiting effect both on pupil learning and understanding of Shakespeare and on teachers' classroom practice. Shakespeare's language is identified by teachers and pupils as the biggest barrier to understanding; but the most successful teaching methods, often active methods, not only assist with pupils' understanding of Shakespeare but also contribute to the development of their overall literacy.

This study will undertake to point out only a few of the many medieval elements used by Shakespeare. It does not purport to do more than to examine briefly a small number of the myriad medieval traits to be found in Shakespeare's writing nor to cite more than a few examples of these traits in a limited number of his plays.

No description available.

Zugl.: Trier, Univ., Diss., 2008.

Zugl.: Trier, Univ., Diss., 2008.