Tesis sobre el tema "Basic writing (Remedial education) Adult education"
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Burke, Karen Mahovich. "English remediation as a predictor of student success in an undergraduate adult program". [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/KBurke2007.pdf.
Texto completoOlson, Wendy. "Toward a political economy of basic writing". Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Summer2006/M%5FOlson%5F053006.pdf.
Texto completoDarabi, Rachelle L. "Basic writers and learning communities". Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285086.
Texto completoPine, Nancy F. "Authorizing community outreach an ethnography of a service-learning basic writing class /". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181151635.
Texto completoWulfhorst, Carolyn Chapman. "A constructivist humanistic approach to basic writing instruction with underprepared adult learners using the portfolio process /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864986611588.
Texto completoHollis-Turner, Shairn Lorena. "Higher education business writing practices in office management and technology programmes and in related workplaces". Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1072&context=td_cput.
Texto completoTuberville, Brenda Gail. "Inside/out(sourced) the problematic nature of teaching basic writing at the community college /". Fort Worth, Tex. : Texas Christian University, 2007. http://etd.tcu.edu/etdfiles/available/etd-05012007-160103/unrestricted/tuberville.pdf.
Texto completoMcLendon, Nancy Carolyn Gregory Murray Bruce A. "The effects of teaching critical thinking and reading comprehension strategies on the writing of developmental English students in a community college". Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Curriculum_and_Teaching/Dissertation/Mclendon_Nancy_48.pdf.
Texto completoFerguson, Prince Michael. "Exploring visual learning in the basic writing classroom". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2395.
Texto completoKelly, Brenda Kane. "In search of pedagogy a phenomenological and hermeneutic approach to basic writing /". [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000039.
Texto completoWitt, Ryan Patrick. "Integrating Identity: Creating a More Inclusive Vision of ABE Stakeholder Goals". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/449231.
Texto completoPh.D.
This study examines the literacies taught and valued by three major stakeholder groups within an innovative welfare-to-work/adult basic education (ABE) program in the northeastern United States. The program, which I call Women for Change, is examined from the perspective of the program participants (a group of eight women on TANF who are mandated to attend), program staff (four social workers affiliated with a local university and one veteran adult basic educator), and the organization that provides funding for the program. Using data collected from one-on-one interviews, participant observation, and primary documentation used within the program, this case study reveals substantive conflict in the primary literacy-learning goals held by each of the stakeholder groups: The program funders want participants to find paid work; participants desire to complete their GED certification and hope to meet additional interpersonal goals, such as learning to communicate more effectively; and program staff want to help participants develop self-esteem and meet other emotional goals. These disparate goals—and each stakeholder group’s dedication to its particular objectives—create conflict within the class sessions, producing a program that wasn't as efficient at meeting any particular goal. Based on these data, the present study makes three overarching arguments. First, literacy-learning programs—particularly those that work with adults—should solicit and aim to incorporate at least some of the goals and learning objectives sought and valued bylearners. Second, adult literacy educators, especially those who work with ABE and college-level writing students, must be prepared to help writers cope with the emotional components of the literacy learning process, particularly by connecting them with counseling professionals when appropriate. Finally, the connection between writing/literacy learning and emotion suggests that a more capacious understanding of literacy is necessary. James Paul Gee’s notion of Discourse helps us begin to theorize this broader understanding, but ultimately I argue that we must go farther than Discourse to develop an “integrative literacies” model that more robustly accounts for the relationship between literacy, identity, and histories of trauma.
Temple University--Theses
Ludwig, Paul D. Mr. "Defining Higher Education Writing Centers from the Perspectives of Writing Center Directors". Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3855.
Texto completoHaverkos, Peter John. "A Case Study of a Pre-College Readiness Program". Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429616467.
Texto completoStonerock, Krista Hershey. "From training to practice the writing center as a setting for learning to tutor /". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117636352.
Texto completoRuzicka, Dennis Edward Neuleib Janice. "Cognitive style and individualized instruction in a community college composition program". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914573.
Texto completoTitle from title page screen, viewed July 11, 2006. Dissertation Committee: Janice Neuleib (chair), Julia Visor, Jerry Weber, Heather Graves. Includes bibliographical references (leaves 169-176) and abstract. Also available in print.
Braithwaite, Virginia Ann. "The Impact of University Writing Curriculum on Preservice Teachers' Praxis I Scores". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6976.
Texto completoRomán-Pérez, Rosa Iris. "Lessons for everyone from the basic skills classroom : a critical discourse analysis of basic writing syllabi : a thesis in curriculum and instruction /". 2007. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2408/index.html.
Texto completoForell, Kristy Leigh Hamm 1977. "Basic writing (un)written : a critical discourse analysis and genealogy of developmental English in Texas". 2008. http://hdl.handle.net/2152/18323.
Texto completotext
CHANG, CHIUNG-WEN y 張瓊文. "A Study of Implementing Differentiated TCSL Reading and Writing Instruction in Adult Basic Education". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ywn8a3.
Texto completo國立高雄師範大學
華語文教學研究所
104
As time passes, globalization has affected both society and culture around the world. In response to increasing immigration, the ministry of education in Taiwan has included immigrants' Chinese language learning in Adult Basic Education. Hence, creating classrooms where illiterate Taiwanese elderly people and immigrants from China and Southeast Asia study together. As a result, the classroom of Adult Basic Education becomes multi-cultural, multi-age, and multi-level environment. Therefore, this study is based on Differentiated Instruction. The purpose of this study is to explore the teaching challenges TCSL instructors may face in class and to discover the effective instruction they could adapt to student differences when implementing differentiated TCSL reading and writing instruction in Adult Basic Education. This qualitative research was done in an Adult Basic Education facility based in Kaohsiung and the data were collected from October to December, 2015. The participants of the study were a researcher, who was also the instructor, and 10 students including illiterate Taiwanese elderly people, Chinese immigrants, a Vietnamese migrant worker, and a Japanese learner. To ensure the objectivity of the study, the research included an analysis of teaching and learning process, formal and informal interviews. According to the study, the ways the teacher applied Differentiated Instruction in class were influenced by the students’ age, education background, language learning background, Chinese language ability, and even the languages they use. And only when the teacher understood students’ individual learning differences mentioned above and understood that each difference might result in distinctive influences in students’ learning could the teacher easily adapt the Differentiated Instruction to class. This study concludes: 1) Among a variety of individual learning differences in Adult Basic Education, students’ education background had an influential impact on the efficacy of teaching and learning. 2) The students in Adult Basic Education had significantly different language learning backgrounds. 3) Adult Basic Education teachers could use the main concepts of critical literacy and bilingual and bicultural education to design TCSL reading and writing classes. 4) Differentiated Instruction in Adult Basic Education could be realized by means of giving students Xuan-Ze Quan (the right to choose). 5) Adult Basic Education teachers should be able to analyze the connections between students’ learning evidences and their individual learning differences.
Mamabolo, Joseph Thabang. "Process writing : evaluation of its implementation in four Limpopo schools". Thesis, 2020. http://hdl.handle.net/10386/3341.
Texto completoThis study evaluated the application of the ‘process approach’ to writing in secondary schools in Limpopo Province; The initial plan was to involve two rural and two urban schools. However, the urban schools did not cooperate as initially promised when preparations were made. It is for this reason that the sample was made up of two rural and two peri-urban schools. The study investigated English writing as a basic language skill that second language learners needed to acquire, in a process writing context. Related literature was reviewed to develop knowledge in the area of writing as a process. An exploratory research design was employed and a qualitative approach was followed to mainly collect in-depth data in a Grade 12 English language classroom. The Grade 12 learners and their teachers were interviewed and observed in their writing classrooms. The process that learners followed when engaged in writing an assigned essay was scrutinized in line with what is required by Curriculum and Assessment Policy Statement (CAPS) in order to confirm the teachers’ responses and the observations made during writing lessons. Thematic analysis was used for the data emanating from interview responses, an observation checklist and the learners’ essay marking rubric. The study revealed that the method of teaching writing and the learners’ writings resembled the process approach. This implies that teachers and learners implement process writing even though the teachers do so to a varying degree due to overcrowded classrooms and a lack of resources experienced more in rural schools than in the peri-urban ones
Prickel, Donald O. "The development and validation of a writing self-efficacy scale for adult basic writers and its use in correlational analysis". Thesis, 1994. http://hdl.handle.net/1957/32102.
Texto completoGraduation date: 1995
Manjeya, Nicolle Chido. "A contextual and transdisciplinary analysis of pedagogic, operational and administrative frameworks of a Writing Centre : the case of the Durban University of Technology (DUT) Writing Centre (WrC)". Thesis, 2017. http://hdl.handle.net/10321/2613.
Texto completoDifferent pedagogies, and writing styles have not only over the years transformed the face of academia, but have played a pivotal role in shaping diverse curricula and contributing to their development. In pursuit of attaining suitable models that have administrative and operational frameworks that address the ever-growing myriad multicultural world we live in today; different models and facilities have been developed to keep up with the development of academic literacies. The overall aim of this research was to investigate a model Writing Centre (WrC) and how its pedagogic, operational and administrative framework contributes to the growth of curricular in an institution of higher education. The study examined the power relations of the tutor and tutee relationship, as explained by the critical discourse analysis and how it adopts the customer contact theory to focus on the intangible assets of the student. The researcher used mixed methods analysis to be able to understand perceptions, views, expectations and experiences by students to explore the different ontologies and epistemologies associated with curriculum development. Finally, the research concluded that a positive contribution to growth for teaching is defined by the pedagogic, operational and administrative framework of a given WrC. It is however, imperative to note that the model can move away from what ought to be but still work, as the phenomenon of a WrC is informed by the institution in which it is birthed. Thus, the findings of this study are not disconfirmed by previous theories and research on similar efforts, but rather add to the already existent knowledge base on writing centres.
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