Literaturnachweis - Detailanzeige
Autor/in | Heller, Scott |
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Titel | English Teachers Favor Emphasis on How to Read, Write, Think, Rather than on Becoming Familiar with Specific Literary Works. |
Quelle | In: Chronicle of Higher Education, 33 (1987) 47, S.9 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Cognitive Processes; Curriculum Development; Educational Change; Elementary Education; English; English Curriculum; Higher Education; Multicultural Education; Reading Skills; Secondary Education; Teachers; Writing Skills Cognitive process; Kognitiver Prozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Elementarunterricht; English language; Englisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Multikulturelle Erziehung; Reading skill; Lesefertigkeit; Sekundarbereich; Lehrer; Lehrerin; Lehrende; Writing skill; Schreibfertigkeit |
Abstract | A three-week conference on the future of the English curriculum in elementary through postsecondary education is discussed. English students would study a variety of works. They would analyze the historical, cultural, and political dimensions of what they read and writing would be an integral part of the curriculum. (MLW) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |