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Download full textPeters, William H. – 1992
A study examined the effects of aesthetic, efferent, and aesthetic/efferent teaching approaches on 38 English secondary preservice teachers' responses to literature. Three classes received intensive instruction on L. M. Rosenblatt's concept of aesthetic and efferent stances through one semester. However, one class was introduced and responded to…
Descriptors: Black Literature, Higher Education, Instructional Effectiveness, Preservice Teachers
