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A Single-Case Study of the Instructi...

Brody, Heather Ilene.

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A Single-Case Study of the Instruction, Feedback, and Assessment of Standard Written English in First-Year Composition.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Single-Case Study of the Instruction, Feedback, and Assessment of Standard Written English in First-Year Composition./
Author:	Brody, Heather Ilene.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	396 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13815331
ISBN:	9781392047996

A Single-Case Study of the Instruction, Feedback, and Assessment of Standard Written English in First-Year Composition.
Brody, Heather Ilene.

A Single-Case Study of the Instruction, Feedback, and Assessment of Standard Written English in First-Year Composition. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 396 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2019.

This item must not be sold to any third party vendors.

The purpose of this qualitative, descriptive single-case study was to understand how first-year composition (FYC) instructors viewed the role of Standard Written English (SWE) in FYC and provided SWE instruction, feedback, and assessment to initiate students, especially STEM students, into dominant academic and STEM-specific Discourses at a private university in the Southwest United States. Capital "D" Discourse theory guided this study. A convenience sample of 10 FYC instructors at a private university in the Southwest United States was utilized for the collection of data from semi-structured interviews, a focus group, and course documents. Through a thematic analysis of triangulated data, seven themes emerged. In contrast to prior studies, findings indicated FYC instructors were interested in discussing and reflecting upon the role of SWE in FYC. While instructors' views and methods varied, FYC instructors agreed upon the importance of SWE to effective written communication despite disagreement regarding where SWE instruction should occur. Some FYC instructors viewed SWE as changing across disciplines, including STEM disciplines, while others considered SWE the same in all disciplines. While some FYC instructors found SWE instruction and feedback effective, others considered it a waste of time as a result of limited or no student improvement and concerns about student engagement. All FYC instructors noted students were responsible for taking the initiative to seek additional SWE assistance. A majority of instructors assessed holistically despite using standardized rubrics. These findings should provide a foundation for future pedagogical and curricular decisions and interventions.

ISBN: 9781392047996Subjects--Topical Terms:

643551
Language.

A Single-Case Study of the Instruction, Feedback, and Assessment of Standard Written English in First-Year Composition.
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