English Language Arts as a Curriculum Field: An Investigation of Cultural Models and Validity

• In Event: 58.083 - Roundtable Session 26
  In Roundtable Session: 58.083-13 - Outcomes of Learning: Mapping the Processes of Being and Becoming

Abstract

This paper explores English education professors' beliefs about the economic dimensions of English Language Arts (ELA). This study employs a principal components factor analysis (PCFA) to explore the underlying structure of our survey instrument. This type of analysis allows us to investigate if and how respondents’ beliefs are grouped in ways that support our theory of ELA-related cultural models (i.e., beliefs about what ELA's economic dimensions are and should be). A PCFA approach also has the potential to provide factorial or construct validity to our instrument, making it potentially more useful for future research on the economic dimensions of ELA.

Authors

• Ross Emmerson Collin, Virginia Commonwealth University

• Clay Aschliman, Virginia Commonwealth University