Negotiating the english curriculum with year 8 boys
Article
Riddle, Stewart. 2008. "Negotiating the english curriculum with year 8 boys." English in Australia. 43 (2), pp. 51-57.
| Article Title | Negotiating the english curriculum with year 8 boys |
|---|---|
| ERA Journal ID | 20439 |
| Article Category | Article |
| Authors | |
| Author | Riddle, Stewart |
| Journal Title | English in Australia |
| Journal Citation | 43 (2), pp. 51-57 |
| Number of Pages | 7 |
| Year | 2008 |
| Publisher | Australian Association for the Teaching of English (AATE) |
| Place of Publication | Norwood, South Australia |
| ISSN | 0046-208X |
| 0155-2147 | |
| Web Address (URL) | http://search.informit.com.au/fullText;res=AEIPT;dn=171647 |
| Abstract | This action research project investigated the effects of negotiating curriculum on the affective attitudes of boys in the author's Year 8 English class towards studying English at high school. The site of the study was the general-use English classroom at a moderately-sized private boy's school in metropolitan South-East Queensland. The ensuing unit involved developing autobiographical narratives to create, share and critique the students' life-stories, undertaking learning activities that were developed through the negotiation process. A pre- negotiated curriculum survey and post-negotiated curriculum survey were conducted, as well as collecting data from the negotiated curriculum sessions, and weekly student feedback and reflections on the learning activities. The negotiated curriculum experience yielded positive outcomes for both the students and the author, although it was difficult to make claims of correlation and statistical significance from the data, due to the near-curricular isolation and novelty of the experience. There is much more work that needs to be done on the effects of negotiated curriculum on the affective and academic outcomes for students, and the action research method seems well-placed as an authentic, naturalistic tool for undertaking this challenge. |
| Keywords | affective behaviour; english; english curriculum; literacy education; males; middle years; negotiated curriculum; nongovernment schools; secondary school students; student attitudes; student participation; teaching methods |
| ANZSRC Field of Research 2020 | 520102. Educational psychology |
| 390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) | |
| 390406. Gender, sexuality and education | |
| Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
| Byline Affiliations | University of Queensland |
| Institution of Origin | University of Southern Queensland |
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Riddle, Stewart and Honan, Eileen. 2014. "Hooked on the classics: literature in the English curriculum." The Conversation. 16 October 2014, pp. 1-4.Why poor kids continue to do poorly in the education game
Riddle, Stewart. 2014. "Why poor kids continue to do poorly in the education game." The Conversation. 4 March 2014, pp. 1-4.Pyne misses the point in education reform
Riddle, Stewart. 2014. "Pyne misses the point in education reform." The Conversation. 13 May 2014, pp. 1-3.Indigenous literacy needs more than 'sounding out' words
Riddle, Stewart. 2014. "Indigenous literacy needs more than 'sounding out' words." The Conversation. 15 July 2014, pp. 1-4.Education is a public good, not a private commodity
Riddle, Stewart. 2014. "Education is a public good, not a private commodity." The Conversation. 1 October 2014, pp. 1-4.Curriculum review set to reignite the 'literacy wars'
Riddle, Stewart. 2014. "Curriculum review set to reignite the 'literacy wars'." The Conversation. 15 January 2014, pp. 1-3.Closing the gap on Indigenous literacy requires more than increased attendance
Riddle, Stewart. 2014. "Closing the gap on Indigenous literacy requires more than increased attendance." The Conversation. 14 February 2014, pp. 1-3.'Biggest Loser' policy on literacy will not deliver long-term gains
Riddle, Stewart. 2014. "'Biggest Loser' policy on literacy will not deliver long-term gains." The Conversation. 2 July 2014, pp. 1-3.Youth as rhizome: music, machines, and multiplicities
Riddle, Stewart. 2013. "Youth as rhizome: music, machines, and multiplicities." Social Alternatives. 32 (2), pp. 45-48.Looking for madness in the method: rhizo-becoming in educational research
Riddle, Stewart. 2013. "Looking for madness in the method: rhizo-becoming in educational research." Midgley, Warren, Trimmer, Karen and Davies, Andy (ed.) Metaphors for, in and of education research. Newcastle upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 131-144Australia’s PISA slump is big news but what’s the real story?
Riddle, Stewart, Lingard, Bob and Sellar, Sam. 2013. "Australia’s PISA slump is big news but what’s the real story?" The Conversation. 3 December 2013, pp. 1-3.Why we should never return to the three Rs
Riddle, Stewart. 2013. "Why we should never return to the three Rs." The Conversation. 8 April 2013, pp. 1-3.What would a more literate world look like?
Riddle, Stewart. 2013. "What would a more literate world look like?" The Conversation. 28 October 2013, pp. 1-3.The future for Ford workers: literacy will be key
Riddle, Stewart. 2013. "The future for Ford workers: literacy will be key." The Conversation. 24 May 2013, pp. 1-3.Renaming English: does the world language need a new name?
Riddle, Stewart. 2013. "Renaming English: does the world language need a new name?" The Conversation. 12 June 2013, pp. 1-3.NAPLAN only measures a fraction of literacy learning
Riddle, Stewart. 2013. "NAPLAN only measures a fraction of literacy learning." The Conversation. 14 May 2013, pp. 1-3.My first ideology: teaching reading falls victim to the culture wars
Riddle, Stewart. 2013. "My first ideology: teaching reading falls victim to the culture wars." The Conversation. 2 October 2013, pp. 1-3.One school principal's journey from the mainstream to the alternative
Riddle, Stewart and Cleaver, David. 2013. "One school principal's journey from the mainstream to the alternative." International Journal of Leadership in Education. 16 (3), pp. 367-378. https://doi.org/10.1080/13603124.2012.732243This item comprises data from the following sources: Web of Science