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ERIC Number: ED462984
Record Type: Non-Journal
Publication Date: 2000-May
Pages: 9
Abstractor: N/A
Reference Count: N/A
Instructor Attitudes, Curriculum Content and Student Success: A Multi-Layered, Multi-Method Exploration of Developmental Instruction.
Dillon, Paul; Patthey-Chavez, Genevieve; Thomas-Spiegel, Joan
This paper describes two studies from the Intersegmental Project to Assure Student Success (IPASS), which were conducted to determine whether instructional paradigms can be linked to student outcomes. The research has shown that success in the first English class, at any level, is a clear indicator of the interest and ability of college students to continue further collegiate study. To explore the differences between teaching methodologies, 50 English instructors at two community colleges were surveyed. Questions garnered opinions regarding student preparation, types of assignments, ratings of skills, and other pedagogical concerns. Results include: (1) 74% of instructors reported that their professional training had included a course on pedagogy; (2) only 87% of teachers whose primary course of instruction was College English reported taking courses about teaching writing; and (3) there were noticeable differences between those teaching different course levels--instructors teaching primarily college English were more likely to have had a course on pedagogy than those teaching a level below. Another survey, of 27 IPASS instructors, gathered information on the use of student feedback. It found that peer feedback is used less at the remedial (where it is most needed) than at other levels. Three tables cover: (1) first English coursework by level; (2) distribution of students in sections where peer feedback was used; and (3) peer feedback and student outcomes--first English level. (EMH)
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California