The Effectiveness of Three Language-Arts Curriculum Models in Describing Written Composition Curricula
Pezeshkpour, Parynaz
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/68802
Description
Title
The Effectiveness of Three Language-Arts Curriculum Models in Describing Written Composition Curricula
Author(s)
Pezeshkpour, Parynaz
Issue Date
1982
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(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.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
