Creating an instrument to aid in the selection of ninth-grade and tenth-grade language arts anthologies

This research attempted to construct an instrument which would be used when selecting ninth-grade and tenth-grade language arts anthologies. Using a Delphi survey of experts in the field of English education and a field test of language arts teachers currently using ninth-grade and/or tenth-grade textbooks, the instrument gives a quantified means of rating those features which should be considered when selecting textbooks. I examined the literature for recommendations as to what researchers, experts, and teachers considered to be important when selecting an anthology for language arts classes at the ninth-grade and tenth-grade levels. After compiling a list of fifty-five items, the list was examined by a panel of professors. They were asked to make recommendations as to how the list of features could be modified. Following their recommendations, I developed a list of thirty-five items which were then sent to twelve experts of English education. Using a Delphi survey, I asked the experts to comment on the list of features (make recommendations to add, delete, or change) and to give each item a rating as to its importance when selecting textbooks. Two rounds of the Delphi survey were completed before a field test with English teachers was attempted. The field test results showed that there was no conclusive evidence that the instrument was comprehensive; there was no correlation between the ratings and the scoring of the MITS. However, there was some evidence that the scores were similar when comparing the same textbook. Also, regarding the questions of time, training, and involvement of teachers in regard to textbook selection, teachers want more time for evaluation, would appreciate some training (especially for new teachers), and believe they should be very involved with the process.