Literacy Analyses of High School and University Courses: Summary Descriptions of Selected Courses.

Autor/inn/en	Carson, Joan G.; und weitere
Institution	Georgia State Univ., Atlanta. Center for the Study of Adult Literacy.
Titel	Literacy Analyses of High School and University Courses: Summary Descriptions of Selected Courses.
Quelle	(1992), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biology; Cognitive Development; College Curriculum; Comparative Analysis; Course Content; Curriculum Research; English; High Schools; Higher Education; History; Political Science; Reading; Secondary School Curriculum; Study Skills; Tests; Thinking Skills; Writing (Composition) + Suchen Sie Ihr Suchwort? Biologie; Kognitive Entwicklung; Kursprogramm; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; English language; Englisch; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschichte; Geschichtsdarstellung; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Leseprozess; Lesen; Studientechnik; Examination; Prüfung; Examen; Denkfähigkeit; Schreibübung
Abstract	This study compared reading and writing demands at a city high school and an urban university across the following disciplines: biology, English, history, and political science. Analysis revealed five generalizations concerning high school disciplines: (1) in-class activities and student requirements for courses are tied to the course text which defines the content to be learned; (2) classes tend to be highly participatory, with a great deal of student/instructor exchange and student interaction with course text; (3) high school courses show a high level of integration of language and study skills with course content; (4) cognitive demands of high school courses tend to be knowledge, comprehension, and application (as opposed to the higher demands of analysis, synthesis, and evaluation); and (5) teachers are accountable for student performance on a number of standardized exams causing these exams to determine much of what teachers do in content classes. Analysis of university reading and writing demands across disciplines revealed that these demands vary, but except for composition, little writing is required, and when it is, its focus is on content and not on form. Cognitive demands of college courses are embedded in the reading and writing requirements. Finally, exams are the focus of a course for many students because exams are the way in which students discern the reading and writing requirements of a course. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01