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Title: Interpreting the gesture, sensing the sign : a comparative case study analysis of the effects of changes in theory and practice on A-level Shakespeare teaching in English literature and theatre studies
Author: Davies, Diane Marie Annette
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 1994
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Using an illuminative research methodology, this is a primarily qualitative investigation into the effects of changes in theory and practice on A - level Shakespeare teaching in both Theatre Studies and English Literature. Beginning with a review of changes in both educational and literary theory, it attempts to construct a framework for dialogue between secondary school teachers and academics. The research questions evolve from the postal interview responses of a purposefully selected sample of school teachers with a special interest in Shakespeare teaching. The research focus progresses to a comparative case study analysis of both A-level English Literature and A-Level Theatre Studies teaching, with the intent of discerning how changes in contemporary literary theory might be reconciled to classroom practice. The findings of the case studies are corroborated through a student survey questionnaire. The evidence gathered through a review of the theoretical literature, of teacher opinion, observation of practice, and survey of students' opinions point to the conclusion that the proclaimed aims of contemporary theory with regard to Shakespeare teaching might best be served through the inherently dialogic nature of investigation to be found in the Theatre Studies classroom
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Education & training