Literaturnachweis - Detailanzeige
| Autor/in | Friedrich, Tom |
|---|---|
| Titel | A "Shared Repertoire" of Choices: Using Phenomenology to Study Writing Tutor Identity |
| Quelle | In: Learning Assistance Review, 19 (2014) 1, S.53-67 (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1087-0059 |
| Schlagwörter | Tutors; Writing Instruction; Phenomenology; Teaching Methods; Grade Point Average; Self Concept; Laboratories; Writing (Composition); College Students |
| Abstract | Tutoring services often restrict their data collection and analysis practices to publicizing session counts and tutee GPAs. This study suggests that programs that offer writing consultation may enhance their sessions' epistemic power by researching their tutoring staff's instructional choices. After explaining why and describing how a phenomenological methodology was used to map one program's tutors' choices in sessions, this article closes by sharing the implications of this research fo rthe program of interest and other sites. (As Provided). |
| Anmerkungen | National College Learning Center Association. Web site: http://www.nclca.org/tlar |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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