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Using a writing practices inventory to predict faculty willingness to adopt writing across the curriculum teaching techniques.

机译：使用写作实践清单来预测教师在整个课程教学技术中采用写作的意愿。

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摘要

The purpose of this study was twofold: (1) to develop the Faculty Writing Practices Inventory using the theoretical underpinning of Astin's Input-Environment-Outcome Model, and (2) to create an archetype of ideal faculty for Writing Across the Curriculum (WAC) training from which administrators could create mom efficient Writing Across the Curriculum (WAC) training efforts.;Furthermore, this research provided insight into the dynamics of faculty involvement in Writing Across the Curriculum (WAC) programs in United States' colleges and universities. Of particular interest was whether writing program administrators can use a modified form of Astin's IEO model to assess faculty for possible inclusion in Writing Across the Curriculum (WAC) training. The Faculty Writing Practices Inventory could help writing program administrators more efficiently identify potential faculty for inclusion in such a program. An area of additional interest was whether writing program administrators can profile faculty to predict their likelihood of implementing Writing Across the Curriculum (WAC) teaching techniques and the consequential administrative policy decisions about what incentives motivated faculty to use Writing Across the Curriculum (WAC) teaching techniques. The study examined further the relationship between Writing Across the Curriculum (WAC) faculty training that is often provided by the Writing Across the Curriculum (WAC) administrator and how faculty actually chose to use the information. In September, 1998, 16 U.S. universities were identified through their respective Writing Across the Curriculum (WAC) program administrators. Faculty were identified at each institution by virtue of their involvement in Writing Across the Curriculum (WAC) training.
机译：这项研究的目的是双重的：（1）使用Astin的输入-环境-成果模型的理论基础来开发教师写作实践清单，以及（2）创建理想的跨学科写作教师范式（WAC）管理员可以通过培训来创建有效的跨课程写作（WAC）培训工作。此外，本研究还提供了有关教师参与美国高校跨课程写作（WAC）计划的动态的见解。特别令人感兴趣的是写作计划管理员是否可以使用Astin的IEO模型的修改形式来评估教师是否可能被纳入跨课程写作（WAC）培训。 《教师写作实践清单》可以帮助编写程序管理员，从而​​更有效地确定潜在的教师，以将其纳入此类程序。另一个引起关注的领域是写作计划管理员是否可以对教师进行简介，以预测他们实施跨课程写作（WAC）教学技术的可能性，以及随之而来的行政政策决定，以激励教师使用何种跨课程写作（WAC）教学技术。 。该研究进一步研究了跨课程写作（WAC）教员培训（通常由跨课程写作（WAC）管理员提供）与教师实际选择使用该信息之间的关系。 1998年9月，通过各自的跨课程写作（WAC）计划管理员确定了16所美国大学。通过参与跨课程写作（WAC）培训来确定每所学院的教师。

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  • 作者

    Smith, Billy Layne.;

  • 作者单位

    Texas Tech University.;

  • 授予单位 Texas Tech University.;
  • 学科 Education Curriculum and Instruction.;Education Higher.
  • 学位 Ed.D.
  • 年度 1999
  • 页码 141 p.
  • 总页数 141
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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