Instructors' Voices: Experiences with State-Mandated Accelerated Integrated Developmental Reading and Writing Coursework in Texas Community Colleges

Autor/inn/en	Paulson, Eric J.; Sarker, Amber L.; Reynolds, Jessica Slentz; Cotman, Ann Marie
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01