語系:
繁體中文
English
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
FindBook
Google Book
Amazon
博客來
Scaffolding in the Center: Training Tutors to Facilitate Learning Interactions with L2 Writers.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Scaffolding in the Center: Training Tutors to Facilitate Learning Interactions with L2 Writers./
作者:
Bell, Lisa Eastmond.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:
219 p.
附註:
Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:
Dissertations Abstracts International81-06A.
標題:
Higher education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27541340
ISBN:
9781392627129
Scaffolding in the Center: Training Tutors to Facilitate Learning Interactions with L2 Writers.
Bell, Lisa Eastmond.
Scaffolding in the Center: Training Tutors to Facilitate Learning Interactions with L2 Writers.
- Ann Arbor : ProQuest Dissertations & Theses, 2019 - 219 p.
Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Thesis (Ed.D.)--Arizona State University, 2019.
This item must not be sold to any third party vendors.
Writing centers are learning settings and communities at the intersection of multiple disciplines and boundaries, which afford opportunities for rich learning experiences. However, navigating and negotiating boundaries as part of the learning is not easy or neutral work. Helping tutors shift from fixing to facilitating language and scaffolding literacy learning requires training. This is particularly true as tutors work with second or subsequent language (L2) writers, a well-documented area of tension. This mixed methods action research study, conducted at a large university in the United States (US), centered on a tutor training intervention designed to improve writing tutors' scaffolding with L2 learners by increasing tutors' concrete understanding of scaffolding and shifting the ways tutors view and value L2 writers and their writing. Using a sociocultural framework, including understanding writing centers as communities of practices and sites for experiential learning, the effectiveness of the intervention was examined through pre- and post-intervention surveys and interviews with tutors, post-intervention focus groups with L2 writers, and post-intervention observations of tutorials with L2 writers. Results indicated a shift in tutors' use of scaffolding, reflecting increased understanding of scaffolding techniques and scaffolding as participatory and multidirectional. Results also showed that post-intervention, tutors increasingly saw themselves as learners and experienced a decrease in confidence scaffolding with L2 writers. Findings also demonstrated ways in which time, common ground, and participation mediate scaffolding within tutorials. These findings provide implications for tutor education, programmatic policy, and writing center administration and scholarship, including areas for further interdisciplinary action research.
ISBN: 9781392627129Subjects--Topical Terms:
641065
Higher education.
Subjects--Index Terms:
Action research
Scaffolding in the Center: Training Tutors to Facilitate Learning Interactions with L2 Writers.
LDR
:03097nmm a2200385 4500
001
2342230
005
20220222112649.5
008
241004s2019 ||||||||||||||||| ||eng d
020
$a
9781392627129
035
$a
(MiAaPQ)AAI27541340
035
$a
AAI27541340
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Bell, Lisa Eastmond.
$3
3680566
245
1 0
$a
Scaffolding in the Center: Training Tutors to Facilitate Learning Interactions with L2 Writers.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2019
300
$a
219 p.
500
$a
Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
500
$a
Advisor: Bertrand, Melanie.
502
$a
Thesis (Ed.D.)--Arizona State University, 2019.
506
$a
This item must not be sold to any third party vendors.
520
$a
Writing centers are learning settings and communities at the intersection of multiple disciplines and boundaries, which afford opportunities for rich learning experiences. However, navigating and negotiating boundaries as part of the learning is not easy or neutral work. Helping tutors shift from fixing to facilitating language and scaffolding literacy learning requires training. This is particularly true as tutors work with second or subsequent language (L2) writers, a well-documented area of tension. This mixed methods action research study, conducted at a large university in the United States (US), centered on a tutor training intervention designed to improve writing tutors' scaffolding with L2 learners by increasing tutors' concrete understanding of scaffolding and shifting the ways tutors view and value L2 writers and their writing. Using a sociocultural framework, including understanding writing centers as communities of practices and sites for experiential learning, the effectiveness of the intervention was examined through pre- and post-intervention surveys and interviews with tutors, post-intervention focus groups with L2 writers, and post-intervention observations of tutorials with L2 writers. Results indicated a shift in tutors' use of scaffolding, reflecting increased understanding of scaffolding techniques and scaffolding as participatory and multidirectional. Results also showed that post-intervention, tutors increasingly saw themselves as learners and experienced a decrease in confidence scaffolding with L2 writers. Findings also demonstrated ways in which time, common ground, and participation mediate scaffolding within tutorials. These findings provide implications for tutor education, programmatic policy, and writing center administration and scholarship, including areas for further interdisciplinary action research.
590
$a
School code: 0010.
650
4
$a
Higher education.
$3
641065
650
4
$a
Curriculum development.
$3
684418
650
4
$a
English as a second language--ESL.
$3
3423990
653
$a
Action research
653
$a
Experiential learning
653
$a
Multilingual writers
653
$a
Second language writing
653
$a
Tutor education
653
$a
Writing center
690
$a
0745
690
$a
0441
690
$a
0727
710
2
$a
Arizona State University.
$b
Educational Leadership and Policy Studies.
$3
1677949
773
0
$t
Dissertations Abstracts International
$g
81-06A.
790
$a
0010
791
$a
Ed.D.
792
$a
2019
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27541340
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9464668
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入