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Congolese Refugee Students in Higher Education: Equity and Opportunity
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In: Boise State University Theses and Dissertations (2018)
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The Space Beyond – Academic quality renaissance: Case studies within Māori, Mapuche and Mocoví tertiary education organisations
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Effects of the great textual shift : spatial multimodality and second/foreign language reading
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Framing attrition in higher education: A complex problem
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In: Beer, C, Lawson, C, (2018). Framing attrition in higher education: A complex problem. Journal of Further and Higher Education, Vol. 42, No. 4, p. 497-508 http://dx.doi.org/10.1080/0309877X.2017.1301402 (2018)
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Investigating the relationship between student characteristics and progression: An archive study
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In: Pienaar, J, Zhao, X, Adams, NM, (2018). Investigating the relationship between student characteristics and progression: An archive study. 14-17 December 2016, Chau, KW, Chan, IYS, Lu, W, Webster, C (Eds.), 21st International Symposium on Advancement of Construction Management and Real Estate, Hong Kong, Springer, Singapore, p. 945-955, http://dx.doi.org/10.1007/978-981-10-6190-5_85 (2018)
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Rethinking progression of engineering students: Influential factors
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In: Zhao, X, Pienaar, J, Martin, F, (2018). Rethinking progression of engineering students: Influential factors. 09-12 December 2018, Swan, J, Harris, T (Eds.), 29th Australasian Association for Engineering Education Annual Conference (AAEE 2018), Hamilton, New Zealand, University of Waikato, Hamilton, NZ, p. 1-7, https://s3-us-west-2.amazonaws.com/18aaee/proceedings/AAEE18_Proceedings_5Dec.pdf (2018)
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An innovative fuzzy-based multicriteria decision making method for evaluating the performance of electronic exam systems
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In: Wibowo, S, Grandhi, S, (2018). An innovative fuzzy-based multicriteria decision making method for evaluating the performance of electronic exam systems. International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 28, No. 2, p. 130-155 http://dx.doi.org/10.1504/IJCEELL.2018.096018 (2018)
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An exploratory investigation of intercultural encounters experienced by university based international students in an Australian university
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In: Donovan, RT, (2018). An exploratory investigation of intercultural encounters experienced by university based international students in an Australian university. Doctoral Thesis. Central Queensland University, http://dx.doi.org/10.25946/5b8742539d7ee (2018)
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The effectiveness of including writing tutorials within a 1st year unit: Results of an intervention study
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In: Dargusch, JM, Harris, LR, (2018). 'The effectiveness of including writing tutorials within a 1st year unit: Results of an intervention study', Australian Association for Research in Education Conference, Sydney, Australia, AARE, p. 1-26, https://www.aare.edu.au/events/previous-aare-conferences/ (2018)
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Global and Personal: Exploring study abroad participants' communication of their experiences in an online global education program
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Becoming College-Ready: Early Findings From a CUNY Start Evaluation
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“It’s Dangerous to Go Alone”: An Autoethnography of College English Students Reading Video Games as Texts
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Becoming College-Ready: Early Findings From a CUNY Start Evaluation
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Literacy-based Curricula in University Foreign Language Instruction: Perceptions from Non-Tenure-Track Faculty
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In: Menke, Mandy R.(2018). Literacy-based Curricula in University Foreign Language Instruction: Perceptions from Non-Tenure-Track Faculty. L2 Journal, 10(2). doi:10.5070/L210235280. Retrieved from: http://www.escholarship.org/uc/item/7c2497rh (2018)
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Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?
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In: Stillwell, Christopher. (2018). Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/4tp5s6pk (2018)
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Conversations from Jimma on the Geographies and Politics of Knowledge
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In: Murrey, Amber; & Tesfahun, Antenah. (2018). Conversations from Jimma on the Geographies and Politics of Knowledge. Ufahamu: A Journal of African Studies, 40(2). Retrieved from: http://www.escholarship.org/uc/item/53r4304f (2018)
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Campus Life: Rhetorical Education and College Writing amidst an Evolving Geography
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Lloyd, Jens. - : eScholarship, University of California, 2018
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In: Lloyd, Jens. (2018). Campus Life: Rhetorical Education and College Writing amidst an Evolving Geography. UC Irvine: English. Retrieved from: http://www.escholarship.org/uc/item/7655t9mm (2018)
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Enduring Inequality: How Social Class Shapes Where High-Achieving Students Apply to College
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Lor, Yang Va. - : eScholarship, University of California, 2018
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In: Lor, Yang Va. (2018). Enduring Inequality: How Social Class Shapes Where High-Achieving Students Apply to College. UC Berkeley: Sociology. Retrieved from: http://www.escholarship.org/uc/item/8kn3q53f (2018)
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The Next Generation of Innovators: A Mixed Methods Analysis of Humanities and STEM Students’ Propensity Toward Innovation and Their Perceptions of Influential Academic Experiences
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In: Tsang, Tiffany Lee. (2018). The Next Generation of Innovators: A Mixed Methods Analysis of Humanities and STEM Students’ Propensity Toward Innovation and Their Perceptions of Influential Academic Experiences. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/0sh9r3nt (2018)
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“Ready to Transition”? Writing Across High School and College Contexts
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In: Stumpf, Rachel. (2018). “Ready to Transition”? Writing Across High School and College Contexts. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/2qn9v4ws (2018)
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Abstract:
“College readiness” has become a national buzzword in light of efforts to improve high school students’ ability to successfully transition into postsecondary settings. One component of this transition that has long been an area of concern is students’ readiness for college writing. Numerous stakeholders have weighed in on the question of what will improve students’ writing readiness, but few studies have considered the perspectives of students as they write in both high school and college. This dissertation addresses this gap by contributing an ecological, multi-layered perspective on how student writers develop as they become college-going adults. By taking into account the role that multiple systems play in this development, this study examines the interwoven contexts that shape writing and writing development. To that end, I used discourse analysis and qualitative research methods to analyze a variety of data sources, which included policy and curricular documents, field notes from classroom observations, and transcripts of teacher and student interviews. The study focuses on three components of the transition from high school to college writing. First, I identified how writing and college readiness are conceived in policy and curricular documents, and I describe how differences between these documents might impact students’ development as writers. Building on these analyses, I then examined the instruction that occurred within two high school language arts classes, an Expository Reading and Writing Course and an Advanced Placement English Literature and Composition course. I found that the teachers’ beliefs and practices reflected some of the ideologies present in the curricula they used and resulted in differences in the kinds of instructional activities they emphasized. Finally, I examined the developmental trajectories of twelve student writers as they moved out of their shared high school environment into a variety of postsecondary institutions. Students’ experiences revealed three different trajectories that reflected the extent to which they developed in their writing and/or their relationship to writing. Four components may have contributed to the kinds of trajectories that emerged, and these components suggest areas in which high schools and colleges might consider implementing practices that will help support students during this transition period.
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Keyword:
Curriculum; Education Policy; Higher education; Secondary education; Transition; Writing; Writing Development; Writing Instruction
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URL: http://www.escholarship.org/uc/item/2qn9v4ws
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