Entrenched Pedagogy
A History of Stasis in the English Language Arts Curriculum in United States Secondary Schools
Datos Bibliográficos
| ID | 20502333 |
|---|---|
| Autores | William C Sewell (University of Kansas, autor de correspondencia) |
| Año | 2008 |
| Volumen | 15 |
| Número | 1 |
| Páginas | 87-100 |
| Fecha de publicación | 2008-03-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Changing English (JOURNAL) |
| Identificadores de la revista | ISSN: 1358-684X • E-ISSN: 1469-3585 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13586840701825345 |
| OpenAlex | W2007462417 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 21 |
When critiquing the development of the English language arts curriculum in United States secondary schools, Hartwell (1985, 127) is correct in arguing that ‘much current research is not informed by
Curriculum · Curriculum development · English language · Language arts · Mathematics education · Pedagogy · Political science · Sociology · The arts · Art Education and Development · Educational Games and Gamification · Law · Literacy, Media, and Education · Psychology
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 0,17 |
| Intervalo de citas | 2008 - 2019 (12) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |