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The impact of race and culture on teacher and student views of first year composition at a university in deep south Texas.

机译：种族和文化对德克萨斯州南部深部一所大学一年级学生的师生观点的影响。

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The purpose of this study was to investigate the reason so many students at a university in south central U.S. have had to retake First-Year Composition. Using research of teaching and learning styles, this study sought to discover if there was a mismatch of teaching and learning styles because of a cultural difference of faculty and students. Analysis of the data revealed the faculty was meeting the majority of their students' cognitive needs---the way an individual processes information. Field Independent learners are more analytical, more competitive and can learn in isolation. Field Dependent are more global, less competitive, more social, and can learn in groups (Ming and Patty 183; Goodenough 6; Griggs and Dunn 14). The teachers were addressing their students' Field Dependent needs in the manner they conducted their classes. According to Jimenez, after Hispanic immigrants have been in America several years, they begin to become Americanized and develop into a Field Independent student as are most Anglo/European Americans. Although many of the students who must repeat First-Year Composition, according to some faculty, were truly irresponsible and lazy, a large portion of the repeaters may actually be "in between" or Field Intermediate (Meng and Patty 183) students who, because not yet fully Field Independent, were no longer Field Dependent, but were not yet fully Field Independent. When the teacher teaches to her Field Dependent class, she no longer meets the needs of the "in between" student who cannot handle the mismatch of teaching style to the student's changing learning style. This was the cause of the high repetitive rate for First-Year Composition at this University.

机译：这项研究的目的是调查导致美国中南部一所大学的许多学生不得不重读第一年级作文的原因。通过对教学风格的研究，本研究试图发现由于师生文化差异而导致的教学风格不匹配。对数据的分析显示，该学院正在满足学生大部分的认知需求-个人处理信息的方式。现场独立学习者更具分析能力，更具竞争力，可以孤立地学习。依赖于现场的人更具全球性，缺乏竞争力，更具社交性，可以分组学习（Ming和Patty 183； Goodenough 6； Griggs和Dunn 14）。老师们以他们上课的方式来满足学生对田间依赖的需求。根据希门尼斯的说法，西班牙裔移民在美国居住了几年之后，他们开始变得美国人化，并与大多数盎格鲁/欧洲裔美国人一样成长为独立于现场的学生。尽管根据某些教师的介绍，许多必须重读一年级作文的学生确实是不负责任和懒惰的，但实际上，大部分重读者可能是“中间”或“现场中级”（Meng和Patty 183）学生，因为尚未完全独立于现场，不再依赖于现场，但尚未完全独立于现场。当老师向其“场依存”班授课时，她不再满足“中间”学生的需求，他们无法处理教学风格与学生不断变化的学习风格的不匹配。这是该大学第一年作文重复率高的原因。

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作者
Burford, Edith Sue.;
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作者单位

Indiana University of Pennsylvania.;

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授予单位 Indiana University of Pennsylvania.;
学科 Rhetoric.;Higher education.;Bilingual education.
学位 Ph.D.
年度 2002
页码 157 p.
总页数 157
原文格式 PDF
正文语种 eng
中图分类宗教;
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The impact of race and culture on teacher and student views of first year composition at a university in deep south Texas.

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