Over a three-year collaborative partnership involving university researchers, government curriculum specialists, and school division teams and educators, this post-qualitative study has engaged a diffractive methodology to research pedagogical change in relationship to a renewed provincial curriculum framework in English Language Arts (ELA). In…

This article draws from a Masters research study investigating the early implementation of the NSW English K-10 Syllabus in Year 9 with a focus on, teachers' perceptions of the various forms and purposes of assessment and the role these play in the classroom. The five participants were drawn from one English faculty in a single sex school in the…

The inclusion of the Knowledge about Language strand in the recently introduced Australian Curriculum: English (AC:E) is both promising and challenging. For the first time, students across primary and secondary years of schooling are expected to develop "a coherent, dynamic, and evolving body of knowledge about the English language and how it…

The second part of this account of struggles over literacy begins in the later seventeenth century. From the 1670s, the new dissenting academies, backed by rising business classes, made teaching in English for a wider curriculum their goal. Thus was Defoe's mastery of a new spoken style developed, while in Scotland, the eighteenth century…

The paper takes as its starting point the relationship between the "New English", a curriculum movement commonly associated with the 1960s and 1970s, and the New Education, an influential general educational reform movement of the latter part of the nineteenth century and the early twentieth century. It inquires into the…

A review of the changes in the English elementary and secondary school curricula in Canada from about l900 reveals two kinds of language knowledge: knowing "how" (knowledge measuring aspects of language performance) and knowing "that" (factual information about language). Until approximately l900, the belief existed that knowledge about the…

A three-week conference on the future of the English curriculum in elementary through postsecondary education is discussed. English students would study a variety of works. They would analyze the historical, cultural, and political dimensions of what they read and writing would be an integral part of the curriculum. (MLW)

Discusses changes in teaching English since the Dartmouth Conference. Discusses issues in education in the mid-l960s; the second international conference at York University in England; the third international conference at Sydney, Australia; and the l984 international seminar at East Lansing, Michigan. (EL)

FOR A REPORT ON COLLEGE PROGRAMS IN FRESHMAN COMPOSITION, THE ASSOCIATION OF DEPARTMENTS OF ENGLISH OBTAINED SYLLABI AND COURSE DESCRIPTIONS FROM DIRECTORS OF FRESHMAN COMPOSITION IN 66 COLLEGES AND UNIVERSITIES. AMONG THE DATA ASSEMBLED FOR THE FULL REPORT (AVAILABLE AS TE 500 190) ARE THE DESCRIPTIONS OF FRESHMAN ENGLISH COURSES AT NINE…

THE ASSUMPTIONS, PROCEDURES, AND IMPACT OF THE 1958 CONFERENCE ON BASIC ISSUES IN THE TEACHING OF ENGLISH AND THE DARTMOUTH SEMINAR OF 1966 ARE COMPARED. A SHORT HISTORY OF THE EARLIER CONFERENCE AND THE ISSUES RAISED THEN INDICATE THE WAYS IN WHICH IT WAS BOTH REPRESENTATIVE OF ITS TIMES AND PROPHETIC OF FUTURE PROBLEMS. THREE SHIFTS IN THE…

A status report on the teaching and learning of English reviews and assesses a decade of change and innovation in the discipline. It surveys trends in the preparation of teachers of English, the English curriculum at all levels, and patterns of school and college organization which affect the teaching of English from kindergarten through graduate…

Reviews efforts to develop national content standards for teaching English. Today's standards movements are distinguished from earlier efforts in that the learner is recognized as active, the meaning is socially and historically contingent, and the purpose is the development of language for political power and the creation and appreciation of…