This study analyzes the congruence between the objectives of secondary-level English methods courses in Texas universities and the objectives of the state-mandated high school curriculum (the essential elements) in language arts. A questionnaire was used to obtain information from 26 English methods instructors at 22 universities in Texas. The data obtained from these questionnaires reveal that these instructors strongly emphasize preparing prospective English teachers to teach the essential elements of composition. Other significant findings include: (1) the lack of emphasis in the English methods course on strategies for teaching the essential elements of language, when those elements are unrelated to composition, and (2) the lack of uniformity which characterizes the organization of the English methods course at major Texas universities.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc500661 |
| Date | 08 1900 |
| Creators | Erwin, Martha L. (Martha Lea) |
| Contributors | Schlessinger, June H., Warde, William Booth, Jr., Vann, J. Don (Jerry Don), 1938- |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | iv, 72 leaves, Text |
| Coverage | United States - Texas |
| Rights | Public, Erwin, Martha L. (Martha Lea), Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.0019 seconds