Annotated Bibliography
Basic Writing: An Annotated Bibliography
Callahan, M. Kate & Chumney, Donalda. “Writing Courses at a Community College and a Research University Position ‘At-Risk’ Students in the Field of Higher Education.” Teacher’s College Record 111.7 (2009): 1619-1664. Print.
Callahan and Chumney examined how first year developmental writing courses differed at a two-year community college and a four-year research university. The study also looked at how differences in the institution’s provision of course content, instruction, and available tutoring resources impacted students’ self-reported experiences. The thorough qualitative case study included ethnographic observations; taped interviews with students, instructors, writing program administrators; and a catalog of course documents, including syllabi, notes, and assignments. In the end it was determined that it wasn’t the type of institution, but the confluence of curriculum, pedagogy, and the level of resources offered students that influenced student experiences with remediation.
Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching. Alexandria,
VA: Association for Supervision and Curriculum Development, 1996. Print.
Danielson created a framework identifying effective teaching practices that have been associated with improved student-learning. The author divided the researched-based practices into four domains with Domain 2 giving attention to The Classroom Environment. Within Domain 2, Danielson cites compelling evidence that a positive classroom climate correlates with high student achievement. The author points out that the teachers recalled years later by students as favorites demonstrated many traits that correspond with such an environment. Students mentioned the warmth and caring of the teachers, their high expectations for achievement, and their commitment to students. Students reported being willing to take a risk because they felt safe with the teacher and
Callahan, M. Kate & Chumney, Donalda. “Writing Courses at a Community College and a Research University Position ‘At-Risk’ Students in the Field of Higher Education.” Teacher’s College Record 111.7 (2009): 1619-1664. Print.
Callahan and Chumney examined how first year developmental writing courses differed at a two-year community college and a four-year research university. The study also looked at how differences in the institution’s provision of course content, instruction, and available tutoring resources impacted students’ self-reported experiences. The thorough qualitative case study included ethnographic observations; taped interviews with students, instructors, writing program administrators; and a catalog of course documents, including syllabi, notes, and assignments. In the end it was determined that it wasn’t the type of institution, but the confluence of curriculum, pedagogy, and the level of resources offered students that influenced student experiences with remediation.
Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching. Alexandria,
VA: Association for Supervision and Curriculum Development, 1996. Print.
Danielson created a framework identifying effective teaching practices that have been associated with improved student-learning. The author divided the researched-based practices into four domains with Domain 2 giving attention to The Classroom Environment. Within Domain 2, Danielson cites compelling evidence that a positive classroom climate correlates with high student achievement. The author points out that the teachers recalled years later by students as favorites demonstrated many traits that correspond with such an environment. Students mentioned the warmth and caring of the teachers, their high expectations for achievement, and their commitment to students. Students reported being willing to take a risk because they felt safe with the teacher and
Bibliography: Callahan, M. Kate & Chumney, Donalda. “Writing Courses at a Community College and a Research University Position ‘At-Risk’ Students in the Field of Higher Education.” Teacher’s College Record 111.7 (2009): 1619-1664. Print. Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development, 1996 Writing 20.2, (2001): 71-87. Print. Education 59.4 (2008): 322-331. Print. Halasek, Kay and Highberg, Nels P. Eds. Landmark Essays on Basic Writing. Hermagoras Press: Mahwah, New Jersey, (2001) Klages, Marisa A. and Clark, J. Elizabeth. “New Worlds of Errors and Expectations: Basic Writers and Digital Assumptions.” Journal of Basic Writing 28.3 (2009): 32-49 Indiana, (2010). Print. Stine, Linda. “The Best of Both Worlds: Teaching Basic Writers in Class and Online.” Journal of Basic Writing 23 (2004): 49-69 Stine, Linda. “Teaching Basic Writing in a Web-Enhanced Environment.” Journal of Basic Writing 29.1 (2010): 31-55 Trumbell, Elise and Rothstien-Fisch, Carrie. “Cultures in Harmony.” Educational Leadership 66 (2008): 63-66. Print.