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

Learning to write qualitative resear...

State University of New York at Buffalo., Learning and Instruction.

FindBook

Google Book

Amazon

博客來

Learning to write qualitative research: A comparative case study of native and nonnative English-speaking doctoral students in education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning to write qualitative research: A comparative case study of native and nonnative English-speaking doctoral students in education./
作者:	Wang, Fei.
面頁冊數:	299 p.
附註:	Adviser: Dorothy A. Rissel.
Contained By:	Dissertation Abstracts International69-08A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3320390
ISBN:	9780549734178

Learning to write qualitative research: A comparative case study of native and nonnative English-speaking doctoral students in education.
Wang, Fei.

Learning to write qualitative research: A comparative case study of native and nonnative English-speaking doctoral students in education. - 299 p.

Adviser: Dorothy A. Rissel.

Thesis (Ph.D.)--State University of New York at Buffalo, 2008.

Writing qualitative research is a very complex activity. Yet there is relatively little research about novices' experiences in learning to write this specific genre. In particular, students from eastern culture might hold different perspectives in the activities of learning to write. The purpose of the comparative case study was to explore how a group of East Asian students and American students learn to write qualitative research in the context of their first graduate seminar on qualitative research and what kinds of impact it has on their writing products. In specific, four research questions were developed to address the similarities and differences between the two cultural groups: a. How do the difficulties that the students encounter in learning to write compare? b. How do the strategies that the students employ in learning to write compare? c. How does the progress that the students make in learning to write compare? d. How does the social interaction in which the students are involved compare? Through collecting and analyzing data from interviews with students, teacher, think-aloud protocols, class observations and written artifacts, this study examined what it means to learn qualitative research writing in the eyes of these culturally diverse doctoral students. It is found that learning to write qualitative inquiry is being enculturated into the discourse community of qualitative research. It entails understanding the research paradigm, mastering the discourse patterns, building up the disciplinary knowledge and developing a professional identity and affective maturity. It is also found out that students constructed their writing expertise through interactions with the teacher, texts, peers and their background knowledge. Yet student writers need to develop a better sense and awareness of the social and dialogic dimensions of writing, especially for students from eastern cultures. The study also found that multiple factors such as language barriers, cultural conflicts, background knowledge mediate each individual's dialogic learning and thus influence the level of enculturation each student is able to attain. Therefore it confirms that we need to situate academic writing activities into specific social, cultural, historical and disciplinary contexts.

ISBN: 9780549734178Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Learning to write qualitative research: A comparative case study of native and nonnative English-speaking doctoral students in education.
LDR:03260nmm 2200277 a 45 001 891416
005 20101111
008 101111s2008 ||||||||||||||||| ||eng d
020 $a 9780549734178
035 $a (UMI)AAI3320390
035 $a AAI3320390
040 $a UMI $c UMI
100 1 $a Wang, Fei. $3 1065413
245 1 0 $a Learning to write qualitative research: A comparative case study of native and nonnative English-speaking doctoral students in education.
300 $a 299 p.
500 $a Adviser: Dorothy A. Rissel.
500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3000.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2008.
520 $a Writing qualitative research is a very complex activity. Yet there is relatively little research about novices' experiences in learning to write this specific genre. In particular, students from eastern culture might hold different perspectives in the activities of learning to write. The purpose of the comparative case study was to explore how a group of East Asian students and American students learn to write qualitative research in the context of their first graduate seminar on qualitative research and what kinds of impact it has on their writing products. In specific, four research questions were developed to address the similarities and differences between the two cultural groups: a. How do the difficulties that the students encounter in learning to write compare? b. How do the strategies that the students employ in learning to write compare? c. How does the progress that the students make in learning to write compare? d. How does the social interaction in which the students are involved compare? Through collecting and analyzing data from interviews with students, teacher, think-aloud protocols, class observations and written artifacts, this study examined what it means to learn qualitative research writing in the eyes of these culturally diverse doctoral students. It is found that learning to write qualitative inquiry is being enculturated into the discourse community of qualitative research. It entails understanding the research paradigm, mastering the discourse patterns, building up the disciplinary knowledge and developing a professional identity and affective maturity. It is also found out that students constructed their writing expertise through interactions with the teacher, texts, peers and their background knowledge. Yet student writers need to develop a better sense and awareness of the social and dialogic dimensions of writing, especially for students from eastern cultures. The study also found that multiple factors such as language barriers, cultural conflicts, background knowledge mediate each individual's dialogic learning and thus influence the level of enculturation each student is able to attain. Therefore it confirms that we need to situate academic writing activities into specific social, cultural, historical and disciplinary contexts.
590 $a School code: 0656.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0279
690 $a 0282
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1026373
773 0 $t Dissertation Abstracts International $g 69-08A.
790 $a 0656
790 1 0 $a Rissel, Dorothy A., $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3320390