This study investigated the strategies employed by adjunct writing teachers in their attempts to reconcile changes in writing program policy with their existing pedagogies. The methods of investigation combined class observation with extensive interviews with three Ball State University adjunct faculty members to identify the means by which these writing instructors brought new pedagogical goals in their classrooms. It also sought to identify the mechanisms each teacher used to integrate computer-oriented teaching styles into his or her course planning. The purpose of this study was to identify means by which a writing program administration could better introduce change to its teachers of first year composition courses, who are largely adjunct staff.The results of this study showed that while each faculty member felt committed to using technology in his or her teaching, each confronted change differently. Studies in faculty vitality were examined to identify development strategies which could effectively address the differences in faculty change. This study recommends, based on the strategies of each participant, that writing programs seek more kairic models of development. These models would seek to foster continuous discussion of change in order that fitting incentives for development could arise in "the proper time," or kairically, for individual teachers. / Department of English
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/181908 |
| Date | January 2001 |
| Creators | White, Jeff |
| Contributors | Trimmer, Joseph F. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | viii, 175 leaves ; 28 cm. |
| Source | Virtual Press |
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