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No longer just visiting the borderla...

Andrus, Sonja Laniece.

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No longer just visiting the borderland: A case study of first-year composition instruction at a two-year college.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	No longer just visiting the borderland: A case study of first-year composition instruction at a two-year college./
作者:	Andrus, Sonja Laniece.
面頁冊數:	267 p.
附註:	Adviser: Donna Dunbar-Odom.
Contained By:	Dissertation Abstracts International69-03A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3304560
ISBN:	9780549501510

No longer just visiting the borderland: A case study of first-year composition instruction at a two-year college.
Andrus, Sonja Laniece.

No longer just visiting the borderland: A case study of first-year composition instruction at a two-year college. - 267 p.

Adviser: Donna Dunbar-Odom.

Thesis (Ph.D.)--Texas A&M University - Commerce, 2008.

Throughout the history of the two-year college, those teaching and studying within its classrooms have been marginalized. The term "borderland" has been used to describe this marginalization and to discuss the sense of living in two different worlds---the public and the academic. This study reviews one such borderland, investigating through case study to determine whether or not the teachers within the borderland are out of date with their pedagogical and theoretical approaches to teaching first-year composition and to determine what can and should be done to alleviate the stress these borderland dwellers feel about crossing into more traditionally academic spaces through publications and professional presentations.

ISBN: 9780549501510Subjects--Topical Terms:

1018008
Education, Community College.

No longer just visiting the borderland: A case study of first-year composition instruction at a two-year college.
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520 $a Throughout the history of the two-year college, those teaching and studying within its classrooms have been marginalized. The term "borderland" has been used to describe this marginalization and to discuss the sense of living in two different worlds---the public and the academic. This study reviews one such borderland, investigating through case study to determine whether or not the teachers within the borderland are out of date with their pedagogical and theoretical approaches to teaching first-year composition and to determine what can and should be done to alleviate the stress these borderland dwellers feel about crossing into more traditionally academic spaces through publications and professional presentations.
520 $a While the department investigated in the case study employs professors with both generalist (Master of Arts) and specialist (PhD) degrees, many instructors lack training in composition theory and practice, a vital area for teaching successfully in the two-year college. Because of this lack of training, some terminology and some theories have been misapplied in the department. Classroom teaching should be based upon relevant and current scholarship and research in the field. Encouraging two-year college English teachers to become teacher-scholars, or hybrid academics who focus on teaching that is based upon scholarly research and who report their own classroom experiences through presentations and publications, is the solution.
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