There are currently 3721 edited collections listed in the CompPile database.
976. Donovan, Timothy R.; Ben W. McClelland (Eds.). (1980). Eight approaches to teaching composition. Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 191 042].
Keywords: pedagogy, approach, pedagogy, process, model, experiential, rhetorical, epistemic, basic, conferencing, WAC, interdisciplinary
977. Dorfeld, Natalie M. (Ed.).. (2022).
The Invisible Professor: The Precarious Lives of the New Faculty Majority. The WAC Clearinghouse; University Press of Colorado.
https://doi.org/10.37514/PRA-B.2022.1589978. Dossena, Marina; Susan M. Fitzmaurice (Eds.). (2006). Business and official correspondence: Historical investigations. New York: Peter Lang.
Keywords: business-communication, letter-writing, history, England
979. Douglas, Dan; Carol Chapelle (Eds.). (1993). A new decade of language testing research: selected papers from the 1990 Language Testing Research Colloquium: Dedicated in memory of Michael Canale. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Keywords: testing, ESL, research
980. Douglas, Donald G. (Ed.). (1973). Philosophers on rhetoric: Traditional and emerging views. Skokie, IL: International Textbook.
Keywords: rhetoric-philosophy, history, philosophy, tradition
981. Douglas, George H. (Ed.). (1987). Teaching business communication two [reprinted pieces from The ABCA Bulletin and The Journal of Business Communication]. Urbana, IL: Association for Business Communication.
Keywords: bizcom, pedagogy, syllabus, pedagogy, grading, technology
982. Douglas, George H. (Ed.). (1978). The teaching of business communication [reprinted pieces from The ABCA Bulletin and The Journal of Business Communication]. Champaign, IL: American Business Communication Association.
Keywords: bizcom, pedagogy, pedagogy
983. Douglas, George H. (Ed.). (1978). The teaching of business writing. Champaign, IL: American Business Communication Association.
Keywords: business-communication, pedagogy
984. Douglas, George; Herbert W. Hildebrandt (Eds.). (1985). Studies in the history of business writing. Urbana, IL: Association for Business Communication [ERIC Document Reproduction Service, ED 278 067].
Keywords: bizcom, history
985. Douglass, Malcolm P. (Ed.). (1982). Writing and reading in a balanced curriculum (Claremont Reading Conference Yearbook, Vol. 46). Claremont, CA: Claremont Graduate School and University Center.
Keywords: read-write, curriculum, school
986. Douglass, Thomas E.; John L. Idol (Eds.). (1979). Why can't they write? A symposium on the state of written communication, Clemson University, August 18-20, 1975. Washington, D.C.: University Press of America.
Keywords: decline, needs-analysis
987. Dow, Bonnie J.; Julia T. Wood (Eds.). (2006). The Sage handbook of gender and communication. Thousand Oaks, CA: Sage.
Keywords: gender, communication, handbook, research-method, handbook
988. Dow, Clyde Walton (Ed.). (1947). Papers [given at the Conference on College Courses in Communication, Chicago, February 28 - March 1, 1947]. East Lansing, MI: Department of Written and Spoken English, Michigan State College.
Keywords: communications, comskills, curriculum, program
989. Dowdy, Joanne Kilgour (Ed.). (2005). Readers of the quilt: Essays on being black, female, and literate. Cresskill, NJ: Hampton Press.
Keywords: literacy, women, African-Am, quilting
990. Downing, David B. (Ed.). (1994). Changing classroom practices: Resources for literary and cultural studies. Urbana, IL: National Council of Teachers of English.
Keywords: literary-studies, cultural-studies, pedagogy, resourcess, pedagogy, resources
991. Downing, David B.; Claude Mark Hurlbert; Paula Mathieu (Eds.). (2002). Beyond English Inc.: Curricular reform in a global economy. Portsmouth, NH: Boynton/Cook.
Keywords: English-profession, reformist curriculum, global, economy, change
992. Downs, Jim (Ed.). (2006). Why we write: The politics and practice of writing for social change. New York: Routledge.
Keywords: authorship, motivation, social, change, political, praxis, social
993. D'Oyley, Vincent; Stanley M. Shapson (Eds.). (1990). Innovative multicultural teaching. Toronto: Kagan and Woo.
Keywords: ESL, pedagogy, multicultural, innovation
994. Dragga, Sam (Ed.). (1992). Technical writing: Student samples and teacher responses (Teaching technical writing anthologies, No. 11). n. p.: Association of Teachers of Technical Writing.
Keywords: techcom, response, commenting, documentation, sample, genre
995. Drasgow, Fritz; Julie B. Olson-Buchanan (Eds.). (1999). Innovations in computerized assessment. Hillsdale, NJ: Erlbaum.
Keywords: testing, computer, future, computer-adaptive, innovation
996. Dressel, Paul L. (ed.). (1958). Evaluation in the Basic College at Michigan State University. New York: Harper and Brothers..
Annotation: Trained in mathematics, Dressel began teaching at Michigan State College (now Michigan State University) in 1934. This 1958 edited collection covers general-assessment efforts that had begun in 1944 managed by a Board of Examiners under a central administrative unit (the Basic College). The edited collection is divided into five sections: evaluation in general; students; examinations; counselors, and improvements. Focusing on a general education program required of all students, the volume reports institutional research between 1944 and 1955. In four courses—Communication Skills, Natural Science, Social Science, and Humanities—students received a final grade based on a “50-50 composite” of the grade from the instructor and the score from the examination (p. 8). The volume was intended to be especially useful to those who have “become concerned with self studies and educational research adventures” (18)—an especially important topic following the Veteran’s Readjustment Act of 1952 in which educational courses were to be accredited by a nationally recognized agency or association. Of special interest to the history of holistic scoring is a Part 1 of a chapter (“In the Course of Courses,” pp. 116-135) by Osmond Palmer on the Communication Skills examination. Including both a speech and a written paper, the examination required that instructors had to listen to 40 additional hours of speeches during the last week of the course and read 120 papers during the last two weeks. Topics for speeches were prompted by a statement such as “We should improve a strong censorship on the morality of books and movies” and were given an hour and a half to prepare the presentation (p. 121). Speeches were rated on fluency, physical control, vocal control, sense of communication and point and development of point. Topics for written communication were prompted in one of two ways: by a broad topic such as politics; or by a packet of maps and statistics about a given location accompanied by the task that a student must argue why (or why not) the town was good place to live. Using a weighted “category” scoring similar to that of the speeches (p. 122), papers were rated analytically on point, syntax, grammar and mechanics, paragraphing and organization, and achievement of point. Studies focusing on reader agreement found that “raters tend to get an overall impression of the value of a paper and mark the rating sheet to agree with that impression” (p. 124). [For more on this important chapter, see Palmer and Nelson, 1958; Haswell and Elliot, 2019, pp. 126-127.] Dressel’s edited volume closes with an extended analysis of the importance of student attitudes as they are related to student success. Along with Dressel’s Evaluation in Higher Education (1961), Evaluation in the Basic College at Michigan State University may be seen as an early evaluation handbook of post-secondary education that is thoughtful and comprehensive. NbtE [Rich Haswell & Norbert Elliot, Holistic Scoring of Written Discourse to 1985, WPA-CompPile Research Bibliographies, No. 27]
Keywords: self-study, programmatic, gen-ed, analytic scoring, attitudes, Basic College, essay scoring, evaluation, measurement, Michigan State University, Osmond E. Palmer, holistic, overall impression
997. Dressel, Paul L. (Ed.); and associates. (1961). Evaluation in higher education. Cambridge, MA: Riverside Press.
Annotation: In 1958, Paul Dressel, Director of Education Services at Michigan State University, had published Evaluation in the Basic College at Michigan State University (Harper and Brothers). The volume covered the university's general assessment efforts (managed by a Board of Examiners) that had begun in 1944 under a central administrative unit (the Basic College). In 1961, Dressel issued this second volume, Evaluation in Higher Education. Here Dressel and his colleagues provide what could be considered the first institutional research handbook. Viewing evaluation as an "integrative element" in postsecondary education, Dressel stressed that evaluation was both a means and an end to improve quality of instruction (p. 24). Taking Michigan State College as a case study in institutional research, Dressel and his colleagues construct chapters on the nature and role of evaluation; specific evaluation problems in the social sciences, natural sciences, the humanities, and communication; the relationship between grades and examinations; and the role of institutional research in planning and policy development. An appendix provides a discussion of technical considerations in measurement. While limited-response forms of assessment are discussed throughout the volume, notable is attention to writing in the disciplines. The chapter called "Evaluation of Communication Skills" (pp. 192-226) is written by Osmond E. Palmer, who was directing the Examinations Board for the Basic College at the university (see annotation for Palmer, 1961). Palmer had worked with Paul Diederich and his system of holistic scoring at the University of Chicago (see Diederich, 1946, above), and at the time that Dressel's handbook appeared was influencing the shape of the Educational Testing Service's validation the College Board's English Composition Test , which eventually led to Godshalk, Swineford, and Coffman, 1966 (see Haswell & Elliot, 2019, chapter 6). The overall conceptual system described in Dressel's handbook is the most informed and best presented in the handbooks produced from 1924 to 1985. In many ways, the system supports what may accurately be understood as the first writing-in-the-disciplines handbook in the US. NbtE [Rich Haswell & Norbert Elliot, Holistic Scoring of Written Discourse to 1985, WPA-CompPile Research Bibliographies, No. 27]
Keywords: program assessment, WID, Michigan State University, Basic College, evaluation, measurement, Osmond E. Palmer, essay-scoring, analytic, ranking, sample-matching, holistic, University of Chicago, Diederich, CEEB,
998. Dressel, Paul Leroy (Ed.). (1958). Evaluation in the Basic College at Michigan State University. New York: Harper and Brothers.
Keywords: gen-ed, Michigan State University, transfer-student, advance-credit, assessment, verbal, grading, data, predictive, correlation, direct, interrater-reliability
999. Dressler, Wolfgang U. (Ed.). (1978). Current trends in text linguistics (Research in text theory, Vol. 2). Berlin; New York: Walter de Gruyter.
Keywords: text-analysis, text linguistics, discourse-analysis, trend
1000. Drucker, Susan J.; Gary Gumpert (Eds.). (2005). Real law at virtual space: Communication regulation in cyberspace. Cresskill, NJ: Hampton Press.
Keywords: legality, regulation, internet, digital, communication-studies, virtual space
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