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

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2021-04-03 DOI:10.1080/10790195.2020.1867668

Eric J. Paulson, Amber L. Sarker, J. Reynolds, A. Cotman

引用次数: 2

Abstract

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.

查看原文本刊更多论文

教师的声音：德克萨斯州社区学院国家授权的加速综合发展阅读和写作课程的经验

摘要得克萨斯州的一项全州教育政策变化要求将该州所有公立高等教育机构的发展性阅读和写作课程的退出级别合并为一门加速和综合的发展性读写课程。该项目通过新课程结构的讲师的视角来审视课程的转变。通过对来自28所社区学院的30名讲师的采访和课程材料，我们试图了解课程政策在实践中是如何解决的，包括参与者自己的教学观点和方法如何与新的课程结构相交叉。我们描述了从我们的分析中产生的几个主题，特别关注时间问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.