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ERIC Number: ED432784
Record Type: Non-Journal
Publication Date: 1999-Aug
Pages: 35
Abstractor: N/A
Reference Count: N/A
A Search for Non-Traditional Pedagogies in Teaching Developmental Reading and Writing.
McFarland, Katherine P.; Dowdey, Diane; Davis, Kendra
This research project began as a quest to investigate more effective ways of addressing the needs of Developmental Reading and Writing students by using non-traditional pedagogies. (By non-traditional pedagogies, the paper means an escape from the traditional model in higher education of addressing reading and writing as two separate content areas.) Traditionally, students enrolled in two separate developmental reading and writing classes as determined by their scores on the Texas Academic Skills Program (TASP) test. This is a state mandated and administered test in reading, and writing, and mathematics. Students who do not pass the test are required to enroll in developmental (non-credit) courses until they are able to successfully pass all three content areas. In the past, the majority (79%) of developmental students could not break the cycle of failure. Furthermore, such students were in jeopardy of performing poorly in academic classes across the university. The paper centers on a theoretical discussion of the relationship between language and thought which lays the foundation for three perspectives vital to this study: Connecting Reading and Writing, Critical Literacy, and Feminist Theory. It argues that these three perspectives provide a useful framework to test the assumptions, design curriculum, and develop classroom methods to better address student needs. The second half of the paper concentrates on how these three perspectives guided instructors' decision-making and applications in the classroom. (Contains about 50 references and a table of data.) (Author/SC)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A