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|Title:||The Effectiveness of Three Language-Arts Curriculum Models in Describing Written Composition Curricula|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Curriculum and Instruction|
|Abstract:||Social and scientific changes have brought about educational problems an example of which can be found in inability of most of the students to write clearly even after they graduate from high school. Since the problem is an international phenomenon, a comparative examination of various official curricula in written composition might reveal the similarities and differences that need to be taken into account in examining students' achievement.
The data for study was gathered through a questionnaire that deals in some detail with types of written works, rhetorical modes, instructional goals, class materials and evaluation methods. The questionnaire was submitted to the national curriculum agencies or to selection of regional supervisors who are assumed to be experts in curriculum development depending on centralized or decentralized nature of system of education.
Building on the data, the study presents an examination of various curricula and (1) shows the central tendency of composition curricula as described by a central agency or an expert; (2) compares and contrasts the reported tendencies across respondents with respect to particular variables; (3) ascertains the rationale behind the similarities and differences of various curricula and relates them to one or more of the three models of Heritage, Competency, and Growth; (4) determines that the three models have sufficient power to be used for a longer cross-national analysis of the intended curriculum, and (5) determines that the three models do not necessarily call for different sorts of evaluation in any cross-model testing.
Given these findings, the study then proposes that regardless of different teaching and evaluation methods of writing in use in various countries, there is a basis for assessing the performance of students in different countries and comparing the results, and unless a thorough research in a large number of countries be undertaken, one cannot establish and apply the exact advantages of one model of writing over the others.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-15|