Keywords

College freshmen, Composition (Language arts), English language -- Rhetoric -- Study and teaching, English language -- Writing, English teachers -- Attitudes

Abstract

The purpose of this study is an investigation of instructors‟ perceptions of composition learning objectives focusing on which should be taught and which should be emphasized. The researcher observed that instructors do not regard all course objectives in English Composition courses equally; emphasizing some and giving others brief consideration. From this observation, this study was developed to measure objectives as well as to examine principal reasons for the differences in perception. Using an 18-question (16 content area and two demographic) survey based on content areas chosen to mirror general learning objectives in composition courses, along with six focused interviews, the researcher discovered some levels of agreement, some of disagreement, and some areas of neutrality. The researcher has established some connections and some disconnects between some of the general learning objectives from English Composition courses, which are intriguing and thought provoking. Since instructors deliver instruction using learning objectives as the goals to be achieved in the English Composition courses they teach, it is prudent to be concerned with how these objectives are perceived and implemented by the users. The data collected conclusively reflects instructors‟ perceptions of learning objectives are not all the same. As the researcher measured instructors‟ perceptions of English Composition learning objectives, the results demonstrate that there are stronger relationships with some of the learning objectives, and some objectives have no relationships; some objectives are well matched and others are not. The purpose of this study, understanding relationships between instructors‟ perceptions of learning objectives in FY English Composition courses, will provide us with research to help improve objectives and positively impact instruction.

Notes

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Graduation Date

2011

Semester

Spring

Advisor

Kaplan, Jeffrey

Degree

Doctor of Education (Ed.D.)

College

College of Education

Format

application/pdf

Identifier

CFE0003764

URL

http://purl.fcla.edu/fcla/etd/CFE0003764

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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