Entrenched Pedagogy
A History of Stasis in the English Language Arts Curriculum in United States Secondary Schools
Bibliographic Data
| ID | 20502333 |
|---|---|
| Authors | William C Sewell (University of Kansas, corresponding author) |
| Year | 2008 |
| Volume | 15 |
| Issue | 1 |
| Pages | 87-100 |
| Publication date | 2008-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Changing English (JOURNAL) |
| Journal identifiers | ISSN: 1358-684X • E-ISSN: 1469-3585 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13586840701825345 |
| OpenAlex | W2007462417 |
| Language | EN |
| Citations received | 3 |
| References cited | 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
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,17 |
| Citation span | 2008 - 2019 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |