Achievement In Junior College As Related To Eligibility Level On Entrance. - Page 50 |
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38
will be remedied immediately. (9:218)
Inasmuch as the great majority of the students
mentioned in Bossone*s study took remedial English as a
part of their general education requirements, his findings
concerning the remedial program in California junior
colleges become particularly apt. His study called
"Remedial English Instruction in California Public Junior
Colleges: An Analysis and Evaluation of Current Practices"
has as one of its objectives to discover on what basis
junior college students are being classified as remedial
English students and what the institution's general policy
is regarding remedial English. Generally speaking, his
appraisal of the remedial program was discouraging. He
observed that "the data in this study indicate that
remedial English classes in California junior colleges are
not very effective and are in need of reappraisal by all
concerned with improving the teaching of English in the
two-year college" (9:219).
Some factors which Bossone believed were causing
the ineffectuality of the program were (1) questionable
placement procedures, (2) lack of communication between
those involved in the testing and counseling and guidance
and those involved in the teaching of remedial English,
(3) vague objectives, (4) high percentage of student
failures, and (5) insufficient experimentation (9:219-220).
Object Description
Description
| Title | Achievement In Junior College As Related To Eligibility Level On Entrance. - Page 50 |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 38 will be remedied immediately. (9:218) Inasmuch as the great majority of the students mentioned in Bossone*s study took remedial English as a part of their general education requirements, his findings concerning the remedial program in California junior colleges become particularly apt. His study called "Remedial English Instruction in California Public Junior Colleges: An Analysis and Evaluation of Current Practices" has as one of its objectives to discover on what basis junior college students are being classified as remedial English students and what the institution's general policy is regarding remedial English. Generally speaking, his appraisal of the remedial program was discouraging. He observed that "the data in this study indicate that remedial English classes in California junior colleges are not very effective and are in need of reappraisal by all concerned with improving the teaching of English in the two-year college" (9:219). Some factors which Bossone believed were causing the ineffectuality of the program were (1) questionable placement procedures, (2) lack of communication between those involved in the testing and counseling and guidance and those involved in the teaching of remedial English, (3) vague objectives, (4) high percentage of student failures, and (5) insufficient experimentation (9:219-220). |
