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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 46106 75-26,641 PETTIT, Elizabeth Robinson, 1929- AN IN-SERVICE PROGRAM FOR A STUDENT-CENTERED LANGUAGE ARTS CURRICULUM. The Ohio State University, Ph.D., 1975 Education, secondary Xerox University Microfilms, Ann Arbor, Michigan 48106 © Copyrighted by Elizabeth Robinson Pettit 1975 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. PLEASE NOTE: Page 91 lacking in number only. No text missing. UNIVERSITY MICROFILMS AN IN-SERVICE PROGRAM FOR A STUDENT-CENTERED LANGUAGE ARTS CURRICULUM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Elizabeth Robinson Pettit, B.S., M.A •k k k k * * The Ohio State University 1975 Reading Committee Approved by Donald R. Bateman Victor Rentel Adviser Donald Tosi Department of Educational Humanities ACKNOWLEDGMENTS One can rarely sit down and thank this one and that one, certainly not me. I'm sure many people influenced my life and therefore this paper. In keeping with my teaching methods, I see life as a process of development. Those who influenced it continually are my children, David, Betsy and Jennie. They openly and honestly helped me learn how to teach. Others who influenced me greatly are: Donald R. Bateman, who helped me ask a better question, always. He supported me in many ways as did the other members of my committee, Donald Tosi and Victor Rentel. James Sims of the Columbus Public Schools, who believes in cre­ ativity and freedom, gave me the opportunity to be both creative and free so that I might develop this program. Robert Bower of the Columbus Schools deserves a special acknowl­ edgment for his patience in video-taping the group process for us. He also provided needed technical assistance for editing the video-tape. Julia Butler, also of the Columbus Schools, was helpful to me in evaluating the program. In addition she supported me with kind words and a smiling face. ii VITA April 25, 1929 ........... Born - Columbus, Ohio 1969 ................. B.S., Ohio State University, Columbus, Ohio 1971 ...................... M.A., Ohio State University, Columbus, Ohio 1969-1975 ... English and Reading Teacher - Resource Teacher, Columbus Public Schools PUBLICATIONS Extra! Extra!: Read All About It. Columbus Public Schools, 1973. FIELDS OF STUDY Major Field: English Education Dr. Donald R. Bateman Reading. Dr. Victor Rentel Counseling. Dr. Donald Tosi iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS................. ii VITA ..................................................... iii INTRODUCTION ........................................................ 1 Scope and Purpose of the In-Service Program Basic Principles of a Student-Centered Curriculum Examples of a Functioning Program Function of the Media Presentations Chapter I. MODEL FOR TEACHER IN-SERVICE .......... 23 Group Process The Writing Workshop Short Workshop for Teacher Training, an Alternative II. EXAMPLES OF TEACHER GROWTH ................................. 44 Content Process III. OTHER R E S O U R C E S .............................................. 59 Acting Out Visual Literacy Supplementary Information The Role of the University IV. EVALUATIONS AND RECOMMENDATIONS ............................. 70 Interim Progress Report From a Group of Teachers Attitude Surveys Reading Scores Commercial Evaluation My Own iv Appendix Page A. THE SPECTRUM OF DISCOURSE .................................... 96 B. TEACHER-EDUCATOR'S GUIDE .................................... 98 C. A PROGRAM OF WRITING ASSIGNMENTS .............................. 116 D. LETTERS TO THE SUPERINTENDENT...................................131 E. SLIDE SHOW SCRIPT ................................................ 136 F. EXAMPLES OF SENSORY AND MEMORY WRITING . ..................... 140 G. JOURNAL ENTRIES .................................................. 151 H. GROUP TALK CONVENTIONS ......................................... 157 I. FEELINGS ABOUT BEING A FACILITATOR ......................... 168 J. NARRATION FOR VIDEO T A P E ............................... 174 K. SHORT WORKSHOPS: GUIDE FOR SMALL GROUP LEADERS ............ 178 L. BEGINNING: USE OF IDEAS AND MATERIALS ..........................181 M. ANSWERS TO THE QUESTIONNAIRE ...................................187 N. TEACHER-EDUCATOR'S GUIDE: DRAMA .............................. 200 0. DISCUSSION GUIDE: DEVELOPMENT THROUGH DRAMA ................ 206 P. TEACHER-EDUCATOR'S GUIDE: VISUAL LITERACY .................. 220 Q. ADDITIONAL RESOURCES ...................................... 229 R. EVALUATIVE INSTRUMENTS: ATTITUDE SURVEYS .................. 235 S. LETTERS: AN EXAMPLE OF PERSONAL EVALUATION ................ 244 BIBLIOGRAPHY ............................................ ..... 248 v INTRODUCTION Scope and Purpose of the In-Service Program The purpose of this study is to describe and report an in-service program for teachers of a student-centered language arts curriculum. Those reading it should be able to emulate such a program in their school systems. It is in this sense a handbook for teacher-educators, adding new knowledge to James Moffett's teachers' handbook, A Student Centered Language Arts Curriculum. My personal view, implicit in the writing, stems from a study of ideas in the fields of English education, guidance and counseling, and reading. The work exemplifies a process in educational development which is continuous. It is theory moved into practice in a one-year teacher-training program. The method of teacher education throughout this in-service program is simulation. The idea is to have the teachers do the sorts of activ­ ities they will be asking their students to do. Such a practice puts them into the skins of the young people they will be teaching. They begin to identify how each activity will make their students think and feel. The course of development for both teachers and students attends to feelings and to ideas. The ideas come from the content or skills to be learned. The attention to feelings is emphasized in the learning mode, group process. In such a process each participant is given room to grow at his own speed. The teacher-educator attempts to involve all members of the group at their individual level of development in both content and process. The ideas behind this program may be divided into five parts: 1. The new role of the teacher. 2. The new role of the students. 3. The goals of the program. 4. Which are the development of the learner 5. As supported by an assumption of how people learn. Teachers in training embark on a program of growth which enables them to give up their authoritarian classroom stance for a democratic one. In the authoritarian classroom the teacher is responsible for the students. He decides what shall be studied and how as well as when and where the learning should take place. The objectives and purposes for the class are established by him. The answers to discussion ques­ tions are predetermined. The goal of education in such a class is to emphasize ideas already prominent in society. On the other hand, in the democratic classroom, the teacher and students explore the possibilities for learning together. They are both responsible for the outcome. The students are encouraged to make all decisions for which they can take responsibility. A large part of this responsibility is directed toward each classroom member learning to care for each other member of the class. They learn this caring as a function of open discussion, in which all opinions are respected and not judged. As a member of such a class each has a worthwhile

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