東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Tracing Pedagogical Memory: The Role...

Zinchuk, Jennifer Eidum.

FindBook

Google Book

Amazon

博客來

Tracing Pedagogical Memory: The Role of Teaching Metacognition and Learning Concepts in Student Writing Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Tracing Pedagogical Memory: The Role of Teaching Metacognition and Learning Concepts in Student Writing Development./
作者:	Zinchuk, Jennifer Eidum.
面頁冊數:	250 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
標題:	Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3724115
ISBN:	9781339074689

Tracing Pedagogical Memory: The Role of Teaching Metacognition and Learning Concepts in Student Writing Development.
Zinchuk, Jennifer Eidum.

Tracing Pedagogical Memory: The Role of Teaching Metacognition and Learning Concepts in Student Writing Development. - 250 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ph.D.)--University of Washington, 2015.

Recent composition research has demonstrated that metacognition plays an important role in student success and working through challenges at times of consequential transitions. This study examines students' uptake of metacognitive practices and learning concepts while enrolled in a linguistically and culturally diverse writing course located at the transition into university life. This study investigates the immediate and long-term value of a writing course, Writing Ready, that inhabits what composition scholars have defined as a third space, or locations outside of traditional classrooms where writing knowledge is exchanged, and provides a framework to identify and measure metacognition in students' written and spoken narratives. My research investigates how this early fall start bridge writing course---by explicitly teaching metacognitive strategies and learning concepts through writing and by supporting students in developing confidence, self-efficacy, and reflective strategies---is remembered by students over their first year and how this pedagogical memory aides them in writing knowledge transfer. Through a study design based in grounded theory, I draw on focus group data from both students and instructors as well as student writing and interview data to show how this third space course, which explicitly teaches learning concepts and metacognition, enables students to activate their writing knowledge in a variety of contexts. Understanding the complex nature of metacognition enables writing instructors to facilitate the development of students' reflective practice, understanding of writing assessment, and confidence in their writing abilities. Expanding the focus of composition research beyond the traditional writing classroom into the interstitial space between high school and college provides insight into how students' prior writing knowledge can be transformed into pedagogical memories that persist over time. Developing a positive academic disposition is especially important for students who feel underprepared for college writing, namely immigrant and international multilingual students, students of color, and first-generation college students.

ISBN: 9781339074689Subjects--Topical Terms:

2122828
Pedagogy.

Tracing Pedagogical Memory: The Role of Teaching Metacognition and Learning Concepts in Student Writing Development.
LDR:03144nmm a2200301 4500 001 2074465
005 20161004114937.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339074689
035 $a (MiAaPQ)AAI3724115
035 $a AAI3724115
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zinchuk, Jennifer Eidum. $3 3189785
245 1 0 $a Tracing Pedagogical Memory: The Role of Teaching Metacognition and Learning Concepts in Student Writing Development.
300 $a 250 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Adviser: Anis Bawarshi.
502 $a Thesis (Ph.D.)--University of Washington, 2015.
520 $a Recent composition research has demonstrated that metacognition plays an important role in student success and working through challenges at times of consequential transitions. This study examines students' uptake of metacognitive practices and learning concepts while enrolled in a linguistically and culturally diverse writing course located at the transition into university life. This study investigates the immediate and long-term value of a writing course, Writing Ready, that inhabits what composition scholars have defined as a third space, or locations outside of traditional classrooms where writing knowledge is exchanged, and provides a framework to identify and measure metacognition in students' written and spoken narratives. My research investigates how this early fall start bridge writing course---by explicitly teaching metacognitive strategies and learning concepts through writing and by supporting students in developing confidence, self-efficacy, and reflective strategies---is remembered by students over their first year and how this pedagogical memory aides them in writing knowledge transfer. Through a study design based in grounded theory, I draw on focus group data from both students and instructors as well as student writing and interview data to show how this third space course, which explicitly teaches learning concepts and metacognition, enables students to activate their writing knowledge in a variety of contexts. Understanding the complex nature of metacognition enables writing instructors to facilitate the development of students' reflective practice, understanding of writing assessment, and confidence in their writing abilities. Expanding the focus of composition research beyond the traditional writing classroom into the interstitial space between high school and college provides insight into how students' prior writing knowledge can be transformed into pedagogical memories that persist over time. Developing a positive academic disposition is especially important for students who feel underprepared for college writing, namely immigrant and international multilingual students, students of color, and first-generation college students.
590 $a School code: 0250.
650 4 $a Pedagogy. $3 2122828
650 4 $a Higher education. $3 641065
650 4 $a English as a second language. $3 516208
650 4 $a Language arts. $3 532624
690 $a 0456
690 $a 0745
690 $a 0441
690 $a 0279
710 2 $a University of Washington. $b English. $3 2095638
773 0 $t Dissertation Abstracts International $g 77-03A(E).
790 $a 0250
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3724115