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Predicting increases in students' ac...

Randolph, Karen Ann.

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Predicting increases in students' academic discourse and literacy proficiency when a Web-enhanced instructional component is added to traditional remedial freshman college instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Predicting increases in students' academic discourse and literacy proficiency when a Web-enhanced instructional component is added to traditional remedial freshman college instruction./
Author:	Randolph, Karen Ann.
Description:	153 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2371.
Contained By:	Dissertation Abstracts International64-07A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3098804
ISBN:	0496464086

Predicting increases in students' academic discourse and literacy proficiency when a Web-enhanced instructional component is added to traditional remedial freshman college instruction.
Randolph, Karen Ann.

Predicting increases in students' academic discourse and literacy proficiency when a Web-enhanced instructional component is added to traditional remedial freshman college instruction. - 153 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2371.

Thesis (Ed.D.)--University of San Francisco, 2003.

The present quasi-experimental study examined the degree to which web-enhanced instruction was more effective than traditional instruction alone in helping remedial reading and writing college students increase their academic discourse and literacy proficiencies. Remedial writing students find it most difficult to speak up in class and to work together in groups within the classroom (Swiegert, 1991); however, these two skills are most effective in helping students learn to write and to internalize academic discourse (Swales, 1990; Swiegert, 1991; Vygotsky, 1987). Because working online offers students a degree of anonymity, this study sought to determine if adding a web-enhanced component to a remedial writing course could help students more effectively increase their abilities to speak up in and work together by beginning online first and then moving these skills into the classroom.

ISBN: 0496464086Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Predicting increases in students' academic discourse and literacy proficiency when a Web-enhanced instructional component is added to traditional remedial freshman college instruction.
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100 1 $a Randolph, Karen Ann. $3 1939710
245 1 0 $a Predicting increases in students' academic discourse and literacy proficiency when a Web-enhanced instructional component is added to traditional remedial freshman college instruction.
300 $a 153 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2371.
500 $a Chair: Lanna Andrews.
502 $a Thesis (Ed.D.)--University of San Francisco, 2003.
520 $a The present quasi-experimental study examined the degree to which web-enhanced instruction was more effective than traditional instruction alone in helping remedial reading and writing college students increase their academic discourse and literacy proficiencies. Remedial writing students find it most difficult to speak up in class and to work together in groups within the classroom (Swiegert, 1991); however, these two skills are most effective in helping students learn to write and to internalize academic discourse (Swales, 1990; Swiegert, 1991; Vygotsky, 1987). Because working online offers students a degree of anonymity, this study sought to determine if adding a web-enhanced component to a remedial writing course could help students more effectively increase their abilities to speak up in and work together by beginning online first and then moving these skills into the classroom.
520 $a According to Schrag (1999) helping remedial students become familiar with academic discourse within their first year of college is vital because students who enter college as remedial writers have the highest drop out rate with less than 12% of these students actually completing their college degrees. If these students are able to develop some proficiency with academic discourse as well as reading and writing, the hope is that the number of remedial students who do successfully graduate from college will increase.
520 $a This study was modeled upon a design similar to the Computer Supported Intentional Learning Environments (CSILE) model developed by Bereiter and Scardamalia (2000) through the Ontario Institute for the Studies of Education (OISE). Bereiter and Scardamalia examined ways in which students' zones of proximal development (ZOPD) and sociocognitive learning evolved when a webenhanced component was added to traditional instruction.
520 $a Two sections of an intact remedial college-level reading and writing course participated in this study. One section received traditional in-class instruction only (T). The other section received traditional in-class instruction combined with a web-enhanced instructional component (WE).
520 $a Results and conclusions. (1) As students participated more within web-enhanced discussions, their participation within in-class discussions and in-class group work increased. (2) As students' participation in in-class discussion and group work increased, their internalization of academic discourse and writing proficiency increased.
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710 2 0 $a University of San Francisco. $3 1017465
773 0 $t Dissertation Abstracts International $g 64-07A.
790 1 0 $a Andrews, Lanna, $e advisor
790 $a 6019
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3098804