"An Enlargement of Observation": More on Theory Building in the Composition Classroom

Tinberg, Howard

doi:10.2307/357537

Cited by 4 publications

(1 citation statement)

References 11 publications

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“…A particularly effective tool for applying information about general trends on the local level may be reflective practice, a model of practice advocated by several researchers, among them Donald Schon, Nancy Barnes (1992), Howard Tinberg (1990Tinberg ( , 1991, Linda Flower (1994), Louise Phelps (1991), Lawrence Stenhouse, and Patricia Harkin (1989). Reflective practice-also commonly referred to as theory building-is based on a process of continual observation, reflection, and theory-building within the practice environment.…”

Section: Implications For Practicementioning

confidence: 99%

Diversity in student attitudes and motivations in the community college composition classroom

Boysen

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Current discussions of diversity tend to focus primarily on broad categories of difference within the student population-age, gender, race, ethnicity, ability. These discussions have been useful in making educators more aware of the diversity of students and student needs. Some critics, however, have begun to question their value as a basis for classroom practice, arguing that the focus on the general qualities of large populations is of limited practical value to teachers, who work with individual students rather than populations, and who may therefore require more information on the nature of individual variation within populations. This thesis considers some of the ways in which the experience of individual students may relate to the larger patterns of diversity present in the classroom. Specifically, it explores age-and genderrelated patterns in student attitudes toward writing in six Iowa community college composition classes. Student attitudes were measured across four domains-control, writing apprehension, student agency, and collaboration. Gender appeared to have a significant effect on overall writing apprehension scores; differences in control scores by age x pre/post scores were moderately significant. Interactions between these patterns were considered; a significant age X gender interaction was found in the writing apprehension domain. Finally, the study considered the relationship between these patterns and the experience of five individual students within the study population.

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Section: Implications For Practicementioning

confidence: 99%

Diversity in student attitudes and motivations in the community college composition classroom

Boysen

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What's at stake in the conflict between “theory”; and “practice”; in composition?

Schilb

1991

Rhetoric Review

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Current Status of Professional Development Among Language and Literature Faculty in Virginia's Community Colleges

Sydow

1994

Community College Journal of Research and Practice

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"An Enlargement of Observation": More on Theory Building in the Composition Classroom

Cited by 4 publications

References 11 publications

Diversity in student attitudes and motivations in the community college composition classroom

Diversity in student attitudes and motivations in the community college composition classroom

What's at stake in the conflict between “theory”; and “practice”; in composition?

Current Status of Professional Development Among Language and Literature Faculty in Virginia's Community Colleges

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