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Writing center tutors' perceptions o...

Witherite, Elizabeth L.

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Writing center tutors' perceptions of social justice issues: A multiple method qualitative study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Writing center tutors' perceptions of social justice issues: A multiple method qualitative study./
作者:	Witherite, Elizabeth L.
面頁冊數:	160 p.
附註:	Source: Masters Abstracts International, Volume: 52-06.
Contained By:	Masters Abstracts International52-06(E).
標題:	Sociolinguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1555481
ISBN:	9781303880179

Writing center tutors' perceptions of social justice issues: A multiple method qualitative study.
Witherite, Elizabeth L.

Writing center tutors' perceptions of social justice issues: A multiple method qualitative study. - 160 p.

Source: Masters Abstracts International, Volume: 52-06.

Thesis (M.A.)--Indiana University of Pennsylvania, 2014.

Following literature by Grimm (1999), Denny (2010), and Condon (2012), this study explored tutors' perceptions based on Bell's (2007) framework, which described similarities among various manifestations of social injustices, by considering the research question: How do peer tutors experience and conceptualize social justice issues within the context of tutoring sessions in the writing center? Data were collected from eight participants through interviews, concept mapping tasks, and social category ranking tasks, yielding 8.5 hours of audio-recorded data and 145 pages of transcriptions.

ISBN: 9781303880179Subjects--Topical Terms:

524467
Sociolinguistics.

Writing center tutors' perceptions of social justice issues: A multiple method qualitative study.
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245 1 0 $a Writing center tutors' perceptions of social justice issues: A multiple method qualitative study.
300 $a 160 p.
500 $a Source: Masters Abstracts International, Volume: 52-06.
500 $a Adviser: Ben Rafoth.
502 $a Thesis (M.A.)--Indiana University of Pennsylvania, 2014.
520 $a Following literature by Grimm (1999), Denny (2010), and Condon (2012), this study explored tutors' perceptions based on Bell's (2007) framework, which described similarities among various manifestations of social injustices, by considering the research question: How do peer tutors experience and conceptualize social justice issues within the context of tutoring sessions in the writing center? Data were collected from eight participants through interviews, concept mapping tasks, and social category ranking tasks, yielding 8.5 hours of audio-recorded data and 145 pages of transcriptions.
520 $a Findings included evidence that tutors experience social injustices as occasionally insurmountable barriers to tutoring. This research also revealed that some injustices are more visible to tutors, participants recognized oppression as manifesting in language, some tutors seek explanations for injustices, and most tutors defer to higher authorities (i.e., professors, academic discourse). Based on these findings, I argue that presumptions must be openly discussed and reconceptualized by all writing center stakeholders.
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650 4 $a Social research. $3 2122687
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