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Students' perceptions of effective t...

Dorsey, Carrie S.

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Students' perceptions of effective teaching strategies in a developmental writing course.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Students' perceptions of effective teaching strategies in a developmental writing course./
Author:	Dorsey, Carrie S.
Description:	110 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617511
ISBN:	9781303850301

Students' perceptions of effective teaching strategies in a developmental writing course.
Dorsey, Carrie S.

Students' perceptions of effective teaching strategies in a developmental writing course. - 110 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

This dissertation explores student perceptions of effective teaching strategies in a developmental writing course and their perspectives of how well the course prepared them for the freshman college composition course. Three research questions guided the study. Research Question 1 asked which teaching strategies developmental writing students found most effective and why, Research Question 2 asked how confident students were about their writing abilities after completing the developmental writing course and why, and Research Question 3 asked what recommendations former developmental students had for improvement of the developmental writing course? A qualitative research methodology was used. Data were collected in three distinct phases: an online survey, one-on-one interviews, and a focus group interview. The data were analyzed using coding and microanalysis strategies to identify themes and subthemes related to the research questions. The survey revealed students were much more confident in their writing skills and in their abilities to use a variety of organizational structures and to respond effectively to other students' writings after taking the developmental writing course. Students who participated in personal interviews concurred with these findings and reported that one-on-one interaction with instructors was the most effective teaching strategy and that clear instruction in a classroom setting helped them to improve their writing skills. The focus group also agreed that their confidence levels had improved and recommended that more oral presentations and a greater focus on literature be added to the course.

ISBN: 9781303850301Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Students' perceptions of effective teaching strategies in a developmental writing course.
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020 $a 9781303850301
035 $a (MiAaPQ)AAI3617511
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100 1 $a Dorsey, Carrie S. $3 2098844
245 1 0 $a Students' perceptions of effective teaching strategies in a developmental writing course.
300 $a 110 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Johanna Kijas.
502 $a Thesis (Ph.D.)--Capella University, 2014.
520 $a This dissertation explores student perceptions of effective teaching strategies in a developmental writing course and their perspectives of how well the course prepared them for the freshman college composition course. Three research questions guided the study. Research Question 1 asked which teaching strategies developmental writing students found most effective and why, Research Question 2 asked how confident students were about their writing abilities after completing the developmental writing course and why, and Research Question 3 asked what recommendations former developmental students had for improvement of the developmental writing course? A qualitative research methodology was used. Data were collected in three distinct phases: an online survey, one-on-one interviews, and a focus group interview. The data were analyzed using coding and microanalysis strategies to identify themes and subthemes related to the research questions. The survey revealed students were much more confident in their writing skills and in their abilities to use a variety of organizational structures and to respond effectively to other students' writings after taking the developmental writing course. Students who participated in personal interviews concurred with these findings and reported that one-on-one interaction with instructors was the most effective teaching strategy and that clear instruction in a classroom setting helped them to improve their writing skills. The focus group also agreed that their confidence levels had improved and recommended that more oral presentations and a greater focus on literature be added to the course.
590 $a School code: 1351.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0516
690 $a 0275
690 $a 0279
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617511