Promoting Tutoring in English Composition Courses at a Rural Community College: A Program Evaluation

Autor/in	Carr, Kathleen Anne
Titel	Promoting Tutoring in English Composition Courses at a Rural Community College: A Program Evaluation
Quelle	(2022), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, New Jersey City University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-8827-0
Schlagwörter	Hochschulschrift; Dissertation; Tutoring; Writing Instruction; Essays; Grading; Writing Improvement; Student Placement; Community Colleges; Two Year College Students; English Instruction; Rural Areas; Comparative Analysis; Student Attitudes; Feedback (Response); College Faculty; Program Evaluation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Förderkonzept; Nachhilfeunterricht; Schreibunterricht; Essay; Aufsatzunterricht; Notengebung; Schulnote; Schülerpraktikum; Community college; Community College; English langauage lessons; Englischunterricht; Rural area; Ländlicher Raum; Schülerverhalten; Fakultät; Programme evaluation; Programmevaluation
Abstract	With changes to placement testing and many students being able to self-place into college-level courses, first-year community college students are often entering English composition classes without a strong academic skillset. Tutoring can be a way to support students, but many do not attend tutoring. At a rural community college, students in two sections of an English composition course were encouraged to attend tutoring. In one course, the instructor verbally encouraged students to attend and in another course bonus points were offered. When compared to students in a section where tutoring was not encouraged, students who were encouraged to attend tutoring were more likely to go to tutoring. Students who attended tutoring reported finding it valuable. Students noted that an online tutoring service was convenient, and the feedback was helpful. Students who used the in-person tutoring offered through the Writing Center reported valuing the personalized approach and appreciated how it helped them improve their writing skills. Descriptive data illustrated that revised essay grades were often higher for students who used tutoring. It is hoped that faculty will promote the use of tutoring in their classes to assist students with developing the skills needed for success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01