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A CURRICULUM DESIGN BASED ON COGNITIVE PSYCHOLOGY FOR TEACHING NARRATIVE AND DRAMATIC LITERATURE IN THE SECONDARY SCHOOL
Abstract
No area in English education has caused as much concern for teachers as the teaching of literature. Even a cursory examination of publications dealing with the language arts will reveal this continuing concern. Though language and composition have begun to vie with literature for attention, as indeed they should, articles continue to reflect teacher interest in literature. The reason for such emphasis is easily understood, for literature has long been the mainstay of the English curriculum and the most important component for English teachers themselves. Historically teachers have had more education in literature than in any other component of the language arts. In the majors of most English teachers literary study will take a conservative two-thirds of their time. It is no wonder that the English curriculum in second- ary schools finds literature to take the greatest share of time, slightly over fifty percent of it, according to a recent study by the National Council of Teachers of English. Because of this concern, there exists almost a plethora of publications about literary study. But we do not wish to denigrate this interest in literature, for it rightfully holds an important place in the curriculum and in the studies of the secondary school student. Indeed, this dissertation was motivated by the concern, how literature might be better organized and more effectively taught in the secondary.
Subject Area
Education
Recommended Citation
ZBARACKI, RICHARD JAMES, "A CURRICULUM DESIGN BASED ON COGNITIVE PSYCHOLOGY FOR TEACHING NARRATIVE AND DRAMATIC LITERATURE IN THE SECONDARY SCHOOL" (1970). ETD collection for University of Nebraska-Lincoln. AAI7017771.
https://digitalcommons.unl.edu/dissertations/AAI7017771