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dc.contributor.authorWood, Audrey B.
dc.identifier.citationWood AB (2017) 'Pre‐twentieth century literature in the Year 9 classroom: student responses to different teaching approaches', English in Education, 51 (3), pp.308-326.en_US
dc.description.abstractThis article arises from an action research investigation that sought to understand the ways in which different approaches to teaching pre-twentieth century literature in Year 9 English lessons might influence students’ experiences of texts. It examines the proposition that some students need to have a secure understanding of the text before they can benefit from more creative approaches which require them to undertake independent and personal responses. Although creative methods of teaching are often posited as being superior to more teacher-led approaches, student responses suggest that requiring them to participate in creative activities as a means of exploring an unfamiliar text without first ensuring they have a solid understanding of the overarching narrative and a good grasp of unknown language can lead to resistance and disengagement. In this case study, some students benefited from and appreciated a structured approach that included more ‘traditional’ methods of teaching pre-twentieth century literature, which they said helped them to learn more effectively.en_US
dc.publisherTaylor & Francisen_US
dc.rightsYellow - can archive pre-print (ie pre-refereeing)
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.subjectsecondary English teachersen_US
dc.titlePre‐twentieth century literature in the Year 9 classroom: student responses to different teaching approachesen_US
dc.contributor.departmentUniversity of Huddersfielden_US
dc.identifier.journalEnglish in Educationen_US
dc.description.noteonline pub date 18 Jan 2018 - presume date given by author is print pub date full text from Huddersfield

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