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Integrated reading and writing in community colleges: a qualitative study of developmental literacy education

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dc.contributor.authorChurch, Martin A., author
dc.contributor.authorDoe, Sue, advisor
dc.contributor.authorKiefer, Kathleen, committee member
dc.contributor.authorDavies, Timothy, committee member
dc.date.accessioned2022-04-06T18:16:42Z
dc.date.available2022-04-06T18:16:42Z
dc.date.issued2010
dc.descriptionCovers not scanned.
dc.descriptionPrint version deaccessioned 2022.
dc.description.abstractThe following thesis investigates the potential benefits that integrating reading and writing instruction provides to developmental students. In light of several bans on developmental education at four-year institutions across the country, the role community colleges play in providing literacy instruction appears to be increasingly important. This project strives to understand the potential to integrate developmental reading and writing instruction in community colleges by answering the following questions: To what extent are community college administrators aware of the literature on the reading/writing connection? What are the costs and benefits of integrating developmental reading and writing and what do the better curricula consist of? How do issues concerning developmental literacy education change in the context of community colleges when compared to four-year institutions? What administrative, programmatic, and organizational challenges do integrated developmental reading and writing programs create and how can those challenges be addressed? Based on my analysis of interviews conducted with seven developmental program administrators, representing five community colleges within the state, I conclude that organizational factors at these institutions strongly influence notions of literacy education and administrator’s ability to 111 implement programmatic revisions. Further, I argue that administrators’ efforts to implement effective forms of integrated developmental education must include not only a sound pedagogical grounding in reading and writing and a framework to account for specific challenges that arise at their institution, but also a better means for articulating developmental concerns to their college’s central administration, each other, and state officials.
dc.format.mediummasters theses
dc.identifier.urihttps://hdl.handle.net/10217/234610
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relationCatalog record number (MMS ID): 991014403919703361
dc.relationLB2331.2 .C587 2010
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subject.lcshDevelopmental studies programs
dc.subject.lcshCommunity colleges
dc.subject.lcshReading (Higher education)
dc.subject.lcshEnglish language -- Rhetoric -- Study and teaching
dc.subject.lcshFunctional literacy
dc.titleIntegrated reading and writing in community colleges: a qualitative study of developmental literacy education
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEnglish
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts (M.A.)

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