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An Investigation of Structure of Grammar and Continuity and Sequence in Twelve Secondary Language Arts Curriculum Guides
Ort / Verlag
University Microfilms, A Xerox Company
Erscheinungsjahr
1969
Link zum Volltext
Beschreibungen/Notizen
Twelve high school curriculum guides for English grammar, rated superior by a committee of the National Council of Teachers of English, were examined. An effort was made to define the grammatical position of each guide as agreeing with school grammar, scholarly traditional grammar, structural linguistic grammar, or transformational generative grammar. A second problem was the determination of provisions within each guide for the organization of learning experiences, for statements of elements to be organized and principles by which that organization might be accomplished. Grammatical items which failed to indicate a preference for any structure of grammar comprised at least 50% of the items in every guide. Where some preference was revealed, the structural linguistic approach was strongest, followed by transformational generative grammar. The 12 guides developed at least 39.2% of curriculum elements sequentially. Figures for elements developed continuously when added to the figures for sequential items gave cause for real optimism about curriculum organization in English grammar. However, a major conclusion was that although curriculum guides have improved in the last 20 years, they have not made sufficient improvement in grammar sections of language arts guides. (Author/LK)