Entrenched Pedagogy: A History of Stasis in the English Language Arts Curriculum in United States Secondary Schools

Sewell, William C.; English, C.R.

doi:10.1080/13586840701825345

Cited by 5 publications

(3 citation statements)

References 14 publications

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“…Our results offer a strong rationale for revisiting the role of extended, intensive reading in English language arts classrooms. Presently, extended reading is most likely to take the form of either 20‐minutes‐a‐day voluntary silent reading programs isolated from the primary curriculum or teacher‐regulated assigned reading that limits students' access to meaningful relevant choices (Assor et al, ; Ivey & Broaddus, ; Worthy, Moorman, & Turner, ) by requiring the literary canon (Applebee, ; Sewell, ; Yagleski, ) and anthologies packed with controlling comprehension questions (Scherff & Piazza, ). The first option offers choice but not necessarily the deliberate attempts by teachers to identify what is relevant for students and to support their autonomy.…”

Section: Discussionmentioning

confidence: 99%

“…Implicit in this observation is the possibility that if adolescents were provided with the reading materials they valued, we might gain new insights into the nature of their engaged reading experiences and associated outcomes. Perhaps the failure of research to provide these insights is due to the absence of personally relevant texts in secondary English classrooms (Lewis & Dockter, ) where required canonical texts from American and British literature, rather than engagement, anchor the curriculum (Applebee, ; Hale & Crowe, ; Sewell, ; Yagleski, ).…”

Section: Background Of the Studymentioning

confidence: 99%

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Engagement With Young Adult Literature: Outcomes and Processes

Johnston

2013

Reading Research Quarterly

150

130

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A B S T R A C TThis study examines students' perceptions of the outcomes and processes of engaged reading in classrooms prioritizing engagement through self-selected, self-paced reading of compelling young adult literature. The primary data were 71 end-of-year student interviews, supported by end-of-year teacher interviews, biweekly observational data, on-the-fly conversations with students, and video/audio records of student-initiated book discussions. An inductive analysis yielded 15 main categories of outcomes, including changes in students' identities, in their sense of agency, and in their relational, moral, and intellectual lives. The web of relationships among the processes and outcomes is examined through 317 causal statements made by students in interviews. Finally, a case study illustrates the cascading and reciprocal effects of engaged reading on one student's development. These adolescents showed, to varying degrees, an awareness of these processes and self-transformations, and thus a sense of agency with respect to their own development-their personhood and future narratives. This study raises questions about the adequacy of existing models of engagement for explaining students' engaged reading experiences and about currently advocated approaches to teaching English language arts that (a) minimize the roles of engagement and fiction, (b) require students to read the same text, (c) focus on engaged reading as an individual cognitive act without regard for the social nature of literate and human development, and (d) expect uniform outcomes across students.

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Section: Discussionmentioning

confidence: 99%

Section: Background Of the Studymentioning

confidence: 99%

Engagement With Young Adult Literature: Outcomes and Processes

Johnston

2013

Reading Research Quarterly

150

130

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show abstract

“…Frustrations about the current trajectory of English in Australia and elsewhere have been expressed through critiques of what Sewell (2008) refers to as 'entrenched pedagogy ' and Bender (2008) refers to as 'persistent practice'. By the use of the term 'entrenched pedagogy', Sewell implies that while English appears to be responsive to social and cultural change through a focus on new types of texts and approaches to analysis, it remains, at its roots, deeply committed to an unchanging pedagogy.…”

Section: Resultsmentioning

confidence: 99%