Poetry in the Curriculum: a crisis of confidence

Wade, Barrie; Sidaway, Sue

doi:10.1080/0305569900160106

Cited by 36 publications

(12 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study noted that boys were significantly less happy writing poems. It is interesting to compare this finding with those of a recent study with middle school children who indicated interest and receptiveness towards poetry despite its neglect in their schools (Wade & Sidaway, 1990). This suggests that promising practices can be developed, evaluated and disseminated in this, and other, aspects of the primary school curriculum.…”

Section: Discussionmentioning

confidence: 69%

Attitudes to School and the Curriculum in Year 2 and Year 4: changes over two years

Davies

Brember

1994

Educational Review

View full text Add to dashboard Cite

The attitudes of Year 2 boys and girls drawn from six randomly selected primary schools within one local education authority (LEA) towards school and school activities were measured using the 38 item 'Smiley' instrument. The same measure was given to the same children 2 years later to explore the effect of experience on infant children's attitudes. Using sex and occasions as the independent variables, a repeated measures two-way analysis of variance was performed for each of the items. The results showed a significant interaction between sex and occasion on three items-'doing mathematics' (girls became significantly more negative), 'reading to the teacher' and 'writing poems' (boys became significantly less happy). Boys and girls differed in their attitudes to several school activities consistently and significantly. The results are discussed in the light of other research into gender and school subject preferences.

show abstract

Section: Discussionmentioning

confidence: 69%

Attitudes to School and the Curriculum in Year 2 and Year 4: changes over two years

Davies

Brember

1994

Educational Review

View full text Add to dashboard Cite

show abstract

“…One of the few studies into student attitudes to poetry in an English as a foreign language context indicate similar conclusions with the finding that the more poetry students read, "the lower confidence, desire, and interest they have toward writing poetry in English" (Liao & Roy, 2017, p. 67). Furthermore, previous studies have explored teacher and pre-service-teacher attitudes to poetry (Wade & Sidaway, 1990;Ray 1999). These stress that though teachers recognise the importance of poetry in the curriculum, they feel they lack sufficient knowledge for effective teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

An investigation into students’ attitudes towards the value of poetry and their knowledge of poetry analysis

Turner¹

2020

LJES

View full text Add to dashboard Cite

Though poetry analysis is a central component of literary studies in higher education, research frequently reports that attitudes of both students and teachers to its incorporation in syllabi are mixed (Weaven & Clark, 2014). Previous research suggests a complex relationship between attitudes to and knowledge of poetry with some studies indicating that negative attitudes might be the result of a lack of competency in analysing such texts (Benton, 1999; Fleming, 1992), and others suggesting the greater the knowledge, the less favourable the attitude (Liao & Roy, 2017; Snapper, 2013). This small-scale quantitative study examines connections between knowledge and attitude in a sample of first-semester Swedish students of English, and investigates potential differences between pre-service teachers, and regular students.

show abstract

“…Other studies have revealed similar attitudes (Harrison and Gordon, 1983) to Ray's research. A questionnaire by Wade and Sidaway (1990), which targeted middle school teachers' (9-13) attitudes and beliefs about poetry teaching, showed a discrepancy between what teachers thought they should be doing, and a lack of confidence in carrying this out. They also asked middle school pupils about their experiences of poetry and the overriding feeling that pupils communicated about poetry was that they were interested, but the teacher's approach often led to a negative experience.…”

Section: A Pedagogical Approach To Teaching Poetrymentioning

confidence: 99%

Language play in the classroom: encouraging children's intuitive creativity with words through poetry

Cumming

2007

Literacy

View full text Add to dashboard Cite

This article begins by identifying that children have a spontaneous predilection for playing with language, engaging in poetic discourse even before their first poetry lesson. Although children's language play is relatively unresearched in the classroom, in a case study of two groups of pupils aged between 10 and 11, it was observed that children engaged in creative word play, and that this was generated in response to interaction with poetry and each other. This article suggests that children's poetical experiences may best be nurtured by building bridges between children's existing knowledge of language play and the specialised knowledge of poetry taught in the classroom through a teaching methodology based on socioconstructivist principles.

show abstract

Poetry in the Curriculum: a crisis of confidence

Cited by 36 publications

References 5 publications

Attitudes to School and the Curriculum in Year 2 and Year 4: changes over two years

Attitudes to School and the Curriculum in Year 2 and Year 4: changes over two years

An investigation into students’ attitudes towards the value of poetry and their knowledge of poetry analysis

Language play in the classroom: encouraging children's intuitive creativity with words through poetry

Contact Info

Product

Resources

About