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Choice by default: The political eco...

Michigan State University.

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Choice by default: The political economy of developmental writing textbooks. (Volumes I and II).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Choice by default: The political economy of developmental writing textbooks. (Volumes I and II)./
Author:	Fraizer, Daniel T.
Description:	360 p.
Notes:	Source: Dissertation Abstracts International, Volume: 54-05, Section: A, page: 1708.
Contained By:	Dissertation Abstracts International54-05A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9326702

Choice by default: The political economy of developmental writing textbooks. (Volumes I and II).
Fraizer, Daniel T.

Choice by default: The political economy of developmental writing textbooks. (Volumes I and II). - 360 p.

Source: Dissertation Abstracts International, Volume: 54-05, Section: A, page: 1708.

Thesis (Ph.D.)--Michigan State University, 1993.

Teaching students to write has been investigated in many different ways, but the textbooks used to teach writing in what has been called remedial, compensatory, or developmental writing and English classrooms have been infrequently researched from a critical perspective. This project examines some of the most often used textbooks currently in use according to survey data in order to understand how they define and model "process" or "skill" based approaches to instruction and to analyze the language used by authors to talk about "good" writing in order to assess the treatment of race, class, and gender.Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Choice by default: The political economy of developmental writing textbooks. (Volumes I and II).
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035 $a (UMI)AAI9326702
035 $a AAI9326702
040 $a UMI $c UMI
100 1 $a Fraizer, Daniel T. $3 1043428
245 1 0 $a Choice by default: The political economy of developmental writing textbooks. (Volumes I and II).
300 $a 360 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-05, Section: A, page: 1708.
502 $a Thesis (Ph.D.)--Michigan State University, 1993.
520 $a Teaching students to write has been investigated in many different ways, but the textbooks used to teach writing in what has been called remedial, compensatory, or developmental writing and English classrooms have been infrequently researched from a critical perspective. This project examines some of the most often used textbooks currently in use according to survey data in order to understand how they define and model "process" or "skill" based approaches to instruction and to analyze the language used by authors to talk about "good" writing in order to assess the treatment of race, class, and gender.
520 $a Although the central research question of this project is to assess the content of these textbooks, the influences of particular contexts are also explored, including their use and value within existing developmental education programs, the ideological and economic circumstances of their production, and the historical underpinnings of various institutional developments.
520 $a The first phase of this project was to survey over 300 developmental education programs in the United States to determine which textbooks were being used and under what circumstances. These surveys were followed up with selective teacher interviews. The second phase of the project was to select some of the most often cited textbooks and to critically examine their content. This analysis was followed by interviews with editors and other publishing representatives.
520 $a The findings of this study reveal a range of concerns and interests of the various participants. Teachers' assessments of what is to be valued varies primarily according to their perception of students' needs. Editors' assessments of the content of textbooks is affected by their perception of teachers' preferences. Researchers and scholars tend to privilege their own ability to influence teachers and publishers by raising their "awareness" about the quality of many textbooks. What all participants share is a confidence in some form of institutional authority. This confidence is based on the assumption that the commodified textbook will improve the teaching of writing.
590 $a School code: 0128.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0275
690 $a 0279
690 $a 0516
710 2 $a Michigan State University. $3 676168
773 0 $t Dissertation Abstracts International $g 54-05A.
790 $a 0128
791 $a Ph.D.
792 $a 1993
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9326702