Partnering with poetry: poetry in American education standards from 1971-2010

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dc.contributor.author Van Zant, Melissa G.
dc.date.accessioned 2017-11-16T17:43:56Z
dc.date.available 2017-11-16T17:43:56Z
dc.date.issued 2017-12-01 en_US
dc.identifier.uri http://hdl.handle.net/2097/38219
dc.description.abstract American education is increasingly driven by standards and high-stakes tests. This creates a dynamic in which curricular content addressed in the standards will be subjected to high-stakes tests while that not addressed in the standards risks being ignored. Such a dynamic threatens poetry—a subject whose strength resides in its ambiguity instead of one correct answer. The literature review establishes poetry as an important area of study for K-12 students and explores how the Standards Movement has affected poetry instruction in other English-speaking countries. This research used context-sensitive textual analysis to examine the treatment of poetry in American English language arts standards from 1971 to 2010 as demonstrated in the following three documents: (1) Representative Performance Objectives for High School English written by the Tri-University Project in 1971, (2) Standards for the English Language Arts written by the National Council of Teachers of English and the International Reading Association in 1996, and (3) the Common Core State Standards for English Language Arts written in 2010. Context-sensitive textual analysis (Huckin, 1992) presumes that the contexts in which texts are written and read impact their meanings. The study describes those impacts, their implications, and suggestions for continued study. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Poetry en_US
dc.subject Education en_US
dc.subject Standards en_US
dc.subject English en_US
dc.subject K-12 en_US
dc.subject Context-sensitive text analysis en_US
dc.title Partnering with poetry: poetry in American education standards from 1971-2010 en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Philosophy en_US
dc.description.level Doctoral en_US
dc.description.department Department of Curriculum and Instruction en_US
dc.description.advisor F. Todd Goodson en_US
dc.date.published 2017 en_US
dc.date.graduationmonth December en_US


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