Making Disciplinary Writing and Thinking Practices an Integral Part of Academic Content Teaching

Autor/inn/en	Hunter, Kerry; Tse, Harry
Titel	Making Disciplinary Writing and Thinking Practices an Integral Part of Academic Content Teaching
Quelle	In: Active Learning in Higher Education, 14 (2013) 3, S.227-239 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787413498037
Schlagwörter	Content Area Writing; Grades (Scholastic); Program Effectiveness; Surveys; Interviews; Focus Groups; Learner Engagement; Knowledge Level; Feedback (Response); Writing Assignments; Academic Discourse; Critical Reading; College Students; Essays; Economics; Hypothesis Testing; Comparative Analysis; Questionnaires; Student Attitudes; Teacher Attitudes; College Faculty; Mixed Methods Research + Suchen Sie Ihr Suchwort? Schriftliche Übung; Notenspiegel; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Wissensbasis; Discourse; Diskurs; Kritisches Lesen; Collegestudent; Essay; Aufsatzunterricht; Volkswirtschaftslehre; Hypothesenprüfung; Hypothesentest; Fragebogen; Schülerverhalten; Lehrerverhalten; Fakultät
Abstract	Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with disciplinary concepts. The impact of the programme was evaluated through analysis of student grades before and after its implementation and student and tutor perception of its effect. Data collected included surveys, interviews and focus groups. The data showed that the programme generated student engagement with the processes of knowledge construction and reflected better thinking in the subject. This was evidenced by effective utilisation of feedback and improved grades in written assignments. The findings suggest that similar programmes are of value potentially to any discipline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10