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dc.contributor.advisor Flinders, David
dc.contributor.author Given, Dennis
dc.date.accessioned 2017-01-30T04:38:40Z
dc.date.available 2017-01-30T04:38:40Z
dc.date.issued 2016-12
dc.identifier.uri http://hdl.handle.net/2022/21223
dc.description Thesis (Ed.D.) - Indiana University, Education, 2016 en
dc.description.abstract This dissertation focuses on Contextualization, Basic Writing (BW) and Professional Development (PD). Contextualized Teaching and Learning (CTL) is a teaching and learning strategy designed to address the problem of remediation by increasing student interest, engagement, retention and success. Mazzeo (2008) defines CTL as: "A diverse family of instructional strategies designed to more seamlessly link the learning of foundational skills and academic or occupational content by focusing teaching and learning squarely on concrete applications in a specific context that is of interest to the student" (p. 4). CTL, in this three-fold case study, was explored largely in relation to the instruction of BW skills with respect to three instructional methods: contextualized instruction, integrated contextualized instruction and embedded contextualized instruction. To accomplish this, three case studies were implemented; each case study involved three participants: a primary participant, a secondary participant and the doctoral candidate. As for the main focus of this study, two questions were raised: what is faculty (and student) experience with CTL and BW combined with PD, and what is the subsequent response of faculty in relation to career satisfaction and personal fulfillment? To address these questions, this study had two concurrent phases: individualized and organic PD and the actual implementation of the study by the participants. This dissertation, therefore, addresses the following: introductory material; a review of the literature on CTL, BW and PD; an explanation of the methodology; one case study in relation to contextualized instruction; one case study in relation to integrated contextualized instruction and one case study involving embedded contextualized instruction. Finally, this dissertation includes reflections on the study in relation to the literature on CTL, BW and PD, as well as the current and future implications for research and practice. en
dc.language.iso en en
dc.publisher [Bloomington, Ind.] : Indiana University en
dc.subject Contextualization en
dc.subject Basic Writing en
dc.subject Professional Development en
dc.title Contextualization and Basic Writing: A Three-Fold Case Study in Professional Development en
dc.type Doctoral Dissertation en


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