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The use of writing assignments in th...

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The use of writing assignments in the teaching of undergraduate geography courses in the United States.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The use of writing assignments in the teaching of undergraduate geography courses in the United States./
作者:	Shelley, Arlene M.
面頁冊數:	150 p.
附註:	Major Professor: L. De Fink.
Contained By:	Dissertation Abstracts International57-09A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=9707317
ISBN:	9780591144895

The use of writing assignments in the teaching of undergraduate geography courses in the United States.
Shelley, Arlene M.

The use of writing assignments in the teaching of undergraduate geography courses in the United States. - 150 p.

Major Professor: L. De Fink.

Thesis (Ph.D.)--The University of Oklahoma, 1996.

The purpose of this research is to investigate the use of writing assignments in undergraduate geography classes in the contemporary United States. Although many educators regard writing assignments as valuable to student learning, the education literature suggests that many professors have resisted assigning writing to their students. This resistance may have encouraged some university administrators to require writing in certain courses and curricula. The integrative nature of geography as a discipline suggests that the use of writing assignments is especially valuable in the teaching of geography, but no study has explicitly investigated the extent to which writing is actually used in teaching college-level geography.

ISBN: 9780591144895Subjects--Topical Terms:

543175
Education, Higher.

The use of writing assignments in the teaching of undergraduate geography courses in the United States.
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245 1 4 $a The use of writing assignments in the teaching of undergraduate geography courses in the United States.
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500 $a Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3884.
502 $a Thesis (Ph.D.)--The University of Oklahoma, 1996.
520 $a The purpose of this research is to investigate the use of writing assignments in undergraduate geography classes in the contemporary United States. Although many educators regard writing assignments as valuable to student learning, the education literature suggests that many professors have resisted assigning writing to their students. This resistance may have encouraged some university administrators to require writing in certain courses and curricula. The integrative nature of geography as a discipline suggests that the use of writing assignments is especially valuable in the teaching of geography, but no study has explicitly investigated the extent to which writing is actually used in teaching college-level geography.
520 $a In order to ascertain the extent to which writing is used in undergraduate geography courses, a survey of college and university geography professors in the United States was conducted. In the survey, professors were asked whether they require writing assignments in their undergraduate classes. Those who did so were asked to identify the most important criteria used in evaluating student writing.
520 $a The results of the survey indicated that nearly eighty percent of the responding professors do indeed require writing of their undergraduate students. The decision to use writing was statistically independent of location, experience, tenure status and gender. It was, however, influenced by the type of course. Nearly all professors teaching human geography, regional geography and environmental geography courses reported the use of writing, while only slight majorities of those teaching physical geography, world geography and geographic techniques courses did so.
520 $a Respondents were encouraged to submit writing assignments that they considered to be especially effective and successful. Of these, twelve were selected for further analysis. The professors developing the twelve assignments were interviewed. Each responded to a series of questions involving the development, logistics, evaluation and pedagogical value of the assignment, and each was asked to comment on the overall value of writing to the educational process. The results of the interviews confirm the pedagogical value of writing in geography. Successful assignments encourage student creativity, have value outside the classroom and encourage students to share experiences with professors and with one another.
520 $a The results of the interviews in conjunction with the survey also provide the basis for a conceptual framework underlying the development of future writing assignments. The conceptual framework considers where the information needed by the student is obtained, what is done with the information, and what type of writing is submitted by the student in order to present the results of the investigation. In order to develop effective assignments within the scope of this framework, the learning objectives should be made clear to the student. Involvement with writing should be maintained throughout the course, and professors should regard writing assignments as means to a larger end of geographic education, as opposed merely to integral components of individual courses. More attention should also be paid to the integration of writing assignments with learning resources.
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