Literaturnachweis - Detailanzeige
Autor/inn/en | Paulson, Eric J.; Sarker, Amber L.; Reynolds, Jessica Slentz; Cotman, Ann Marie |
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Titel | Instructors' Voices: Experiences with State-Mandated Accelerated Integrated Developmental Reading and Writing Coursework in Texas Community Colleges |
Quelle | In: Journal of College Reading and Learning, 51 (2021) 2, S.110-130 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1079-0195 |
DOI | 10.1080/10790195.2020.1867668 |
Schlagwörter | College Faculty; Teacher Attitudes; Community Colleges; Public Colleges; State Policy; Educational Policy; Acceleration (Education); Fused Curriculum; Reading Writing Relationship; Developmental Studies Programs; Reading Instruction; Writing Instruction; Instructional Effectiveness; Time Management; Sense of Community; Relevance (Education); Curriculum Implementation; Texas Fakultät; Lehrerverhalten; Community college; Community College; Politics of education; Bildungspolitik; Acceleration; Beschleunigung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Leseunterricht; Schreibunterricht; Unterrichtserfolg; Zeitmanagement; Relevance; Relevanz |
Abstract | A state-wide educational policy change in Texas mandated that the exit levels of developmental reading and writing coursework in every public institution of higher education in the state be merged into one accelerated and integrated developmental reading and writing course. This project examined that curricular shift through the perspectives of the instructors of the new course structure. Through interviews with, and course materials from, 30 instructors from 28 community colleges we sought to understand how the curricular policy was addressed in practice, including in terms of how participants' own instructional perspectives and approaches intersected with the new curricular structure. We describe several themes that arose from our analysis, paying particular attention to the issue of time. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |