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Becoming an academic insider: One st...

Smoke, Trudy.

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Becoming an academic insider: One student's experience of attaining academic success in college.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Becoming an academic insider: One student's experience of attaining academic success in college./
作者:	Smoke, Trudy.
面頁冊數:	405 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 2055.
Contained By:	Dissertation Abstracts International52-06A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9134779

Becoming an academic insider: One student's experience of attaining academic success in college.
Smoke, Trudy.

Becoming an academic insider: One student's experience of attaining academic success in college. - 405 p.

Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 2055.

Thesis (Ph.D.)--New York University, 1991.

The purpose of this study is to describe, using a long-term case study, academic success as experienced by a female developmental ESL student who began college as an academic "outsider" and who has achieved "insider" status in the college. To understand her process for becoming an insider, I conducted interviews with the student and several of her college teachers, counselor, and tutor. I also collected samples of her academic writing over the eleven semesters she attended the college until graduation. To sort the data collected into a framework, I used the eleven nonhierarchical educational dialectics described in the Belenky, Clinchy, Goldberger, and Tarule (1986) study of the ways women know the world. In addition to facilitating the exploration of the broad question concerning the student's experience of academic success, the dialectics assisted in discerning the specific cultural and social factors, learning strategies, and personality characteristics that influenced the student's success.Subjects--Topical Terms:

1018115
Education, Language and Literature.

Becoming an academic insider: One student's experience of attaining academic success in college.
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500 $a Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 2055.
500 $a Director: John Mayher.
502 $a Thesis (Ph.D.)--New York University, 1991.
520 $a The purpose of this study is to describe, using a long-term case study, academic success as experienced by a female developmental ESL student who began college as an academic "outsider" and who has achieved "insider" status in the college. To understand her process for becoming an insider, I conducted interviews with the student and several of her college teachers, counselor, and tutor. I also collected samples of her academic writing over the eleven semesters she attended the college until graduation. To sort the data collected into a framework, I used the eleven nonhierarchical educational dialectics described in the Belenky, Clinchy, Goldberger, and Tarule (1986) study of the ways women know the world. In addition to facilitating the exploration of the broad question concerning the student's experience of academic success, the dialectics assisted in discerning the specific cultural and social factors, learning strategies, and personality characteristics that influenced the student's success.
520 $a The student's first fourteen years in mainland China affected her attitude toward community, family, and the value of education. Her success in the college was facilitated by her developing a community of allies, long-term close relationships with her counselor, tutor, peers, and some teachers, that provided her with assistance on required papers and course work, advice about academic problems, and psychological support. A second factor that affected her success was her ability to integrate her prior knowledge obtained in China with what she was learning in the United States. Assisting her academic development were linked content area and ESL developmental writing courses in her sixth semester and course work that encouraged her entrance into the research community by allowing her to create questionnaires, conduct interviews, and write reports. Reliance on memorization and formulas for writing inhibited her development as a writer but gave her security and confidence to tackle unclear assignments. Findings support study groups, more student/teacher contact, more explicit requirements and instructions, and better and more frequent feedback on writing assignments as effective methods for enabling students to become academic insiders.
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