The English curriculum and the structure of the disciplines
Bibliographic Data
| ID | 4869486 |
|---|---|
| Authors | Kenneth J Kantor (University of Georgia, corresponding author) |
| Year | 1983 |
| Volume | 22 |
| Issue | 3 |
| Pages | 174-181 |
| Publication date | 1983-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405848309543058 |
| OpenAlex | W2027678193 |
| Language | EN |
| Citations received | 4 |
| References cited | 11 |
During the early and mid 1960s, a of the approach to English teaching was strongly advocated. Specifically, the various Project English centers, funded by the U.S. Office of Education, attempted to apply the principles of Jerome Bruner's spiral curriculum to building sequential and cumulative programs in literature, language, and composition. The subsequent collapse of those efforts and their impact invites speculation on the reasons why a contentcentered approach was not well suited to the English curriculum, but also urges me to consider which babies we might have saved (or yet save) from being thrown out with the bath water. Are there some positive aspects of the structure of the disciplines which, if better defined, might help to guide inquiry, if not the development of specific models, and if so, how? What have been the prob
Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Mathematics education · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Psychology
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,1 |
| Citation span | 1985 - 2024 (40) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |