|
|
|
BibliographyAttewell, Paul A., David E. Lavin, Thurston Domina, and Tania Levey. “New Evidence on College Remediation.” *Journal of Higher Education *77.5 (2006):886–924. Web. 2 May 2011.
This article provides a good background on the stigma facts and fictions as they apply to basic writing programs. The authors took an objective look at remedial courses and investigated whether or not they affected students. The primary focus of the article was looking at whether or not students placed in remedial courses graduated at the same time as their peers.
Balester, Valerie. “Continuous Practice and Prompt Responses.” Compfaqs Wiki. N.p., July 2006. Web. 5 April 2011.
This is a compilation of research and essays related to continual practice. The posting originated because of a question posed by a colleague of the writer about how continual practice is the best way to teach writing techniques.
“Boise State University.” Campus Corner. Campus Corner, 2011. Web. 9 May 2011. This is a page on a database type website. It offers general information on different colleges and universities. On the page, in addition to the mission statement of Boise State University, is demographic information. This includes race, gender, career, and other statistics.
Bruch, Patrick L. “Interpreting and Implementing Universal Instructional Design in Basic Writing.” Teaching Developmental Writing. Ed. Susan Naomi Bernstein. New York: Bedford St.
Martin’s, 2007: 164–173. Print.
This essay focuses on universal design practices. The author details how writing teachers can implement a more participatory centered class. He discusses the framework for a participatory model, as well examples of the model.
Conference on Basic Writing. “National Survey of Basic Writing Programs.” Compile.org. CBW,Nov 2008. Web. 9 Apr 2011. <http://comppile.org/cbw/>.
This is the longer survey from the CBW. It has many more questions than the survey monkey survey. The data can be shown by school. It was deployed on Compile in November of 2008.
Conference on Basic Writing. “Survey of Basic Writing Programs.” Surveymonkey.com. CBW, 2008. Web. 4 Apr 2011. <>
This is the original survey that was sent out to basic writing programs across the country. It is comprised of ten questions. The questions were designed to gain a general understanding of the demographics and political situation of basic writing programs.
CWIdaho. “2009/2010 Catalog.” CWIdaho.cc. College of Western Idaho, 2009. Web. 9 May 2011. This is the catalog for the College of Western Idaho, 2009/2010 school year. It includes information about courses, mission of the college, registration, degree requirements, etc. is is a .pdf stored on the web.
Gary, Sabrina, and Katie White. “What Did a Survey of Instructors on the Credit Status of Basic Writing Reveal?.” Compfaqs Wiki. N.p., 01 Jan 2007. Web. 9 May 2011.
This compfaqs page shows the results of a survey about credit and grades bearing status in basic writing. The survey was distributed on the CBW listserv in the fall of 2006.
Haswell, Richard H. “Post-Secondary Entry Writing Placement: A Brief Synopsis of Research.” Texas A&M University, Corpus Christi. November 2004. Web. 5 April 2011.
This is a somewhat dated essay detailing the history of placement in Basic Writing. It includes descriptions of different placement strategies as well as some basic analysis of each.
Horn, Catherine., Zoe McCoy., Lea Campbell., and Cheryl Brock. “Remedial Testing and Placement in Community Colleges.” Community College Journal of Research and Practice.
33 (2009): 510–526.ESBECO. Web. 22 April 2011.
This article details the practices associated with testing as they relate to placement in community colleges. The author addresses how placement in remedial courses effects the outcome of the students over time. They are particularly interested in whether students who participate in remedial English course work reap positive benefits from taking the class.
Jessen, Anna and James Elander. “Development and Evaluation of an Intervention to Improve Further Education Students’ Understanding of Higher Education Assessment Criteria: Three
Studies.” Journal of Further and Higher Education. 33.4 (2009): 359–380.ESBECO. Web.
22 April 2011.
This article looks at whether steps taken to ensure further education students transition well into higher education are working. The further education students were introduced and taught within the constrains of higher education assessment to help prepare them. The study examines assessment, intervention, and teaching techniques.
Laanan, Frankie, David Hardy, and Stephen Katsinas. “Documenting and Assessing the Role of Community Colleges in Developing Human Capital.” ‘’Community College Journal of Research &
Practice’‘ 30.10 (2006): 855–869. Academic Search Premier. EBSCO. Web. 5 Apr 2011.
This article applies a human capital framework to the mission of the community college. It goes into depth about how a community college model is the prime factor in development of the workforce for the community.
Lalicker, William B.. “A Basic Introduction to Basic Writing Program Structures: A Baseline and Five Alternatives.” Teaching Developmental Writing. Ed. Susan Naomi Bernstein. New
York: Bedford St. Martin’s, 2007: 15–25. Print.
This article gives an overview of the different types of programs for basic writers in colleges and universities. It goes in depth into each of five different types of programs as well as a baseline. The baseline is defined as a traditional remedial course. The other five models are : Stretch, Studio, Directed self Placement, Intensive, and mainstreaming.
Lam, Ricky and Icy Lee. “Balancing the Dual Functions of Portfolio Assessment.” ‘’ELT Journal’‘. 64 (2010): 54–64. ESBECO. Web. 22 April 2011.
This article details the results of a study conducted in Hong Kong to understand the implications of introducing portfolio assessment in a high stakes test atmosphere. The results are mixed: the students and teachers preferred the portfolio because they felt it encouraged learning more than a final exam; however, they still considered a final exam to be important.
“List of Schools Using DSP.” Compfaqs Wiki. N.p. Web. 5 April 2011. This site contains a table indicating which schools use directed self placement, when they began using it, and their thoughts about DSP.
Luna, Andrea. “A Voice in the Decision: Self Evaluation in the Freshman English Placement Process.” Reading and Writing Quarterly. 19 (2003): 377–392. ESBECO. Web. 22 April
2011.
This article describes a study of a small college that elected to use directed self-placement for freshmen entering composition classes. The article concludes that self-placement helps teachers understand the standpoint of students. It also concludes that self-placement allows students to be more reflective about their class choice; therefore helping students be involved in their own learning from the first day.
Uehling, Karen. “Creating a Statement of Guidelines and Goals for Boise State University’s Basic Writing Course: Content and Development.” Teaching Developmental Writing. Ed. Susan
Naomi Bernstein. New York: Bedford St. Martin’s, 2007: 27–38. Print.
This article is an account of how Boise State University created the Statement of Guidelines and Goals for the Basic Writing Program. It includes the basic competencies students should have when they leave the program.
Uehling, Karen. “From Community College to Urban University: Beginning Writing Instruction at Boise State University.” Basic Writing in America. Ed. Nicole Pepinster Greene and
Patricia J. McAlexander. Cresskill, NJ: Hampton Press, 2008. Print.
This article documents the development of Boise State’s basic writing program from the early days when Boise State was a junior college to the university it is today. There is also a discussion of the ways the political and other climates have influenced the credit and grade bearing status of the courses.
Weerts, David J., and Lorilee R. Sandmann. “Community Engagement and Boundary-Spanning Roles at Research Universities.” Journal of Higher Education. 632–657. Ohio State University
Press, 2010. Academic Search Premier. EBSCO. Web. 5 Apr 2011.
This article looks at the ways in which higher education institutions address community engagement issues. The focus of the article is on how research universities are trying to re-engage with the community but are hampered by their research directives.
|