扔掉短信?学生与教师对教科书阅读观点的调查

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2020-08-18 DOI:10.1080/10790195.2020.1734884

Tiffany F. Culver, S. Hutchens

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引用次数: 5

摘要

大学毕业生进入职场时，阅读能力和批判性思维都有缺陷。这项研究调查了学生和教师对大学课堂阅读的看法，以及不阅读指定教科书对课程成绩的影响。讲师的任期地位和学科也被检查，以确定教师感知的差异。结果表明，教师和学生都重视阅读;然而，两份报告都指出，不阅读也可以通过大学课程。进一步的研究结果显示，教师任期并不影响教师对教科书有用性的认知。与数学和科学老师相比，人文和社会科学老师让学生对阅读更负责。

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Toss the Text? An Investigation of Student and Faculty Perspectives on Textbook Reading

ABSTRACT College graduates are entering the workforce with reading and critical thinking deficiencies. This study examined students’ and instructors’ perceptions of reading in the college classroom and the course grades associated with not reading an assigned textbook. Instructor tenure-status and discipline were also examined to determine differences in instructor perception. Results suggested that both instructor and students value reading; however, both report that it is possible to pass college courses without reading. Further results indicated that tenure status does not influence instructor perception textbook usefulness. Humanity and Social Science instructors held students slightly more accountable for reading when compared to Math and Science instructors.

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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.