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

Incorporating course-embedded peer t...

Alba, Brandy B.

FindBook

Google Book

Amazon

博客來

Incorporating course-embedded peer tutors in an accelerated developmental writing program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Incorporating course-embedded peer tutors in an accelerated developmental writing program./
作者:	Alba, Brandy B.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10587693
ISBN:	9781369684155

Incorporating course-embedded peer tutors in an accelerated developmental writing program.
Alba, Brandy B.

Incorporating course-embedded peer tutors in an accelerated developmental writing program. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 123 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Texas State University - San Marcos, 2016.

This dissertation presents an in-depth case study investigating the developmental writing program at a small, private Christian liberal arts university in the Southwest United States. This developmental writing program featured an accelerated workshop model with course-embedded peer tutors. Research questions centered on understanding the experiences of students enrolled in the developmental writing workshop classes and comparing student success rates (as determined by final course grade) across five consecutive fall semesters. The findings of this research project suggest that the program model may have contributed to increases in student success in first-year writing courses and improvements in freshman-to-sophomore retention. Students enrolled in the developmental writing program indicated that they felt supported and that they appreciated having a designated time and place in which to write and getting multiple perspectives on their writing. Students also indicated that the developmental writing workshop helped improve their grades and helped prepare them to complete college-level writing tasks in the future. In both the interviews and on student feedback forms, most students indicated that they found the course-embedded peer tutor to be helpful, although the extent to which students preferred working with the peer tutor, as opposed to working with a professional tutor in the Writing Center, varied among different subgroups of students. While not all students expressed satisfaction with the writing program, the majority of student feedback about the program was positive.

ISBN: 9781369684155Subjects--Topical Terms:

641065
Higher education.

Incorporating course-embedded peer tutors in an accelerated developmental writing program.
LDR:02584nmm a2200301 4500 001 2156729
005 20180517121919.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781369684155
035 $a (MiAaPQ)AAI10587693
035 $a (MiAaPQ)1035vireo:1657Alba
035 $a AAI10587693
040 $a MiAaPQ $c MiAaPQ
100 1 $a Alba, Brandy B. $3 3344492
245 1 0 $a Incorporating course-embedded peer tutors in an accelerated developmental writing program.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 123 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Emily Miller Payne.
502 $a Thesis (Ph.D.)--Texas State University - San Marcos, 2016.
520 $a This dissertation presents an in-depth case study investigating the developmental writing program at a small, private Christian liberal arts university in the Southwest United States. This developmental writing program featured an accelerated workshop model with course-embedded peer tutors. Research questions centered on understanding the experiences of students enrolled in the developmental writing workshop classes and comparing student success rates (as determined by final course grade) across five consecutive fall semesters. The findings of this research project suggest that the program model may have contributed to increases in student success in first-year writing courses and improvements in freshman-to-sophomore retention. Students enrolled in the developmental writing program indicated that they felt supported and that they appreciated having a designated time and place in which to write and getting multiple perspectives on their writing. Students also indicated that the developmental writing workshop helped improve their grades and helped prepare them to complete college-level writing tasks in the future. In both the interviews and on student feedback forms, most students indicated that they found the course-embedded peer tutor to be helpful, although the extent to which students preferred working with the peer tutor, as opposed to working with a professional tutor in the Writing Center, varied among different subgroups of students. While not all students expressed satisfaction with the writing program, the majority of student feedback about the program was positive.
590 $a School code: 1035.
650 4 $a Higher education. $3 641065
650 4 $a Rhetoric. $3 516647
690 $a 0745
690 $a 0681
710 2 $a Texas State University - San Marcos. $b Curriculum and Instruction. $3 3344493
773 0 $t Dissertation Abstracts International $g 78-08A(E).
790 $a 1035
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10587693