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Dual Credit English: Program history, review, and recommendations.

机译:双重信用英语:计划历史,评论和建议。

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摘要

Wytheville Community College implemented the Dual Credit English program in 1988 following the Virginia Community College System's adoption of the Virginia Plan for Dual Enrollment. Essentially, the program allows qualified high school seniors to enroll in the college's freshman-level ENG 111: College Composition I and ENG 112: College Composition II courses while simultaneously completing senior English. The guarantee of college credit for students who earn at least a "C" average and other cost-saving and time-saving features have contributed to the increased popularity of the program in recent years. This institutional study examines multiple facets of the program and determines program strengths and weaknesses. The dissertation provides historical data on the rationale for the program and presents perspectives from various constituencies involved in the program, including community college administrators, high school administrators, community college English faculty, dual credit English faculty, program graduates, and currently enrolled dual credit English students.;The study found that both the community college and high schools are committed to providing dual credit English courses that are of comparable quality to the college's regular freshman composition courses. Generally, students and graduates reported a high rate of satisfaction with the program. Students benefit monetarily from the program because the public school systems, not individual students, pay tuition costs. Also, students save time by accumulating college credits while still enrolled in high school and, thus, are often able to complete college degrees in a shorter time frame. Articulation agreements guarantee the transferability of dual credit English courses to most state-supported colleges and universities.;The study also discusses relevant administration issues such as curriculum development placement policies and procedures, faculty selection, and program evaluation. Administrators strongly support the program, pointing out that it helps build student confidence and encourages students to consider higher education opportunities. Faculty perception varies, with community college faculty expressing concerns about student preparation and philosophical issues related to combining senior English with freshman composition. Dual credit English faculty, on the other hand, generally expressed more positive views, noting many of the same benefits students had cited.;The final chapter summarizes program successes, identifies concerns, and recommendations for improvements in the dual credit English program.
机译:弗吉尼亚社区学院系统通过了弗吉尼亚州双重招生计划之后,怀斯维尔社区学院于1988年实施了双学分英语课程。从本质上讲,该计划允许合格的高中毕业生注册大学的新生水平的ENG 111:大学一等课程和ENG 112:大学一等课程,同时完成高级英语课程。保证至少获得“ C”平均成绩的学生的大学信用以及其他节省费用和节省时间的功能,近年来对该程序的普及有所帮助。这项机构研究研究了计划的多个方面,并确定了计划的优缺点。论文提供了有关该计划基本原理的历史数据,并提出了该计划涉及的各个群体的观点,包括社区学院管理人员,高中管理人员,社区大学英语系,双学分英语系,计划毕业生以及目前就读的双学分英语该研究发现,社区大学和高中都致力于提供与大学常规新生组成课程相当质量的双学分英语课程。通常,学生和毕业生对计划的满意度很高。学生可以从该计划中获利,因为公立学校系统(而不是个别学生)要支付学费。此外,学生在仍上高中的同时就可以通过累积大学学分来节省时间,因此通常能够在较短的时间内完成大学学位。明确的协议保证了双学分英语课程可以转移到大多数国家支持的大学和大学。该研究还讨论了相关的管理问题,例如课程开发安置政策和程序,教师选择和课程评估。管理员强烈支持该计划,并指出该计划有助于建立学生的自信心,并鼓励学生考虑接受高等教育的机会。教师的看法各不相同,社区大学的教师表达了对学生准备和与将高级英语与新生组成相结合的哲学问题的担忧。另一方面,双学分英语教师总体上表达了更积极的看法,指出了学生们所引用的许多相同的好处。最后一章总结了课程的成功之处,指出了问题并提出了改进双学分英语课程的建议。

著录项

  • 作者

    Catron, Rhonda Karen.;

  • 作者单位

    Virginia Polytechnic Institute and State University.;

  • 授予单位 Virginia Polytechnic Institute and State University.;
  • 学科 Education Secondary.;Education Curriculum and Instruction.;Education Higher.
  • 学位 Ed.D.
  • 年度 2001
  • 页码 177 p.
  • 总页数 177
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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