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Reconstructing the Literary Canon: A...

Gascho, Angela M.

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Reconstructing the Literary Canon: An Innovation Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reconstructing the Literary Canon: An Innovation Study./
Author:	Gascho, Angela M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	177 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13808051
ISBN:	9781392170496

Reconstructing the Literary Canon: An Innovation Study.
Gascho, Angela M.

Reconstructing the Literary Canon: An Innovation Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 177 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--University of Southern California, 2019.

This item must not be sold to any third party vendors.

This study employed a mixed methods approach to evaluate the potential to reconstruct the "literary canon" and implement a new and diversified English Language Arts (ELA) curriculum and employ critical race theory (CRT) pedagogy to improve equity and access for all students. The study was conducted at an all-girls Catholic college preparatory high school in the southwestern United States consisting of 750 students. The English Department teaching faculty at the school completed an electronic survey and participated in an interview about their current curriculum practices. In addition, to triangulate the teacher practices and perspectives, an analysis of their syllabi and the course curriculum catalogue was completed. To assess where potential performance gaps may exist, the Clark and Estes (2008) gap analysis model was used to identify and analyze knowledge, motivational, and organizational influences on the English Department teachers. Using the gap analysis framework, data revealed that teachers lack some knowledge on the shifting classroom demographics nationally, and on culturally relevant pedagogy and CRT pedagogy, but were highly motivated to meet the diverse needs of their students. In addition, the study found that there would be a need to improve organizational supports if implementation of a new and diversified curriculum were to be effective. The findings of this study indicated that to implement a new and diversified curriculum, there would need to be improved, continuous, and consistent professional development, enhanced communication with the administration, increased time for training and collaboration, and an evaluation of the implementation process for ongoing improvement and assessment of success. The development of an effective plan to address these issues could allow schools across the America to disrupt their "systems" so that teachers may truly provide equity and access for all students.

ISBN: 9781392170496Subjects--Topical Terms:

529436
Educational leadership.

Reconstructing the Literary Canon: An Innovation Study.
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245 1 0 $a Reconstructing the Literary Canon: An Innovation Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 177 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Datta, Monique.
502 $a Thesis (Ed.D.)--University of Southern California, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This study employed a mixed methods approach to evaluate the potential to reconstruct the "literary canon" and implement a new and diversified English Language Arts (ELA) curriculum and employ critical race theory (CRT) pedagogy to improve equity and access for all students. The study was conducted at an all-girls Catholic college preparatory high school in the southwestern United States consisting of 750 students. The English Department teaching faculty at the school completed an electronic survey and participated in an interview about their current curriculum practices. In addition, to triangulate the teacher practices and perspectives, an analysis of their syllabi and the course curriculum catalogue was completed. To assess where potential performance gaps may exist, the Clark and Estes (2008) gap analysis model was used to identify and analyze knowledge, motivational, and organizational influences on the English Department teachers. Using the gap analysis framework, data revealed that teachers lack some knowledge on the shifting classroom demographics nationally, and on culturally relevant pedagogy and CRT pedagogy, but were highly motivated to meet the diverse needs of their students. In addition, the study found that there would be a need to improve organizational supports if implementation of a new and diversified curriculum were to be effective. The findings of this study indicated that to implement a new and diversified curriculum, there would need to be improved, continuous, and consistent professional development, enhanced communication with the administration, increased time for training and collaboration, and an evaluation of the implementation process for ongoing improvement and assessment of success. The development of an effective plan to address these issues could allow schools across the America to disrupt their "systems" so that teachers may truly provide equity and access for all students.
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650 4 $a British and Irish literature. $3 3433225
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