Academic Peer Mentorship and Transitioning College Writers: A Closer Look at Support for Developmental Education

Autor/in	Brown, Terainer L.
Titel	Academic Peer Mentorship and Transitioning College Writers: A Closer Look at Support for Developmental Education
Quelle	(2018), (149 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Colorado Colorado Springs
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-2552-2
Schlagwörter	Hochschulschrift; Dissertation; Peer Teaching; Mentors; Developmental Studies Programs; College Admission; College Students; Disproportionate Representation; Minority Group Students; Self Efficacy; Educational Attainment; Cutting Scores; Writing Instruction; Remedial Instruction; Writing (Composition); Correlation; Colorado + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Peer group teaching; Peer Group Teaching; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Hochschulzugang; Hochschulzulassung; Zulassung; Collegestudent; Self-efficacy; Selbstwirksamkeit; Bildungsabschluss; Bildungsgut; Schreibunterricht; Förderkurs; Schreibübung; Korrelation
Abstract	The state of Colorado is committed to closing the attainment gap and strengthening its economic fabric. Policy changes in required cut scores for college admission have been designed to facilitate a smoother transition from high school to higher education, particularly for students with developmental writing needs. This study utilized a cluster quasi-experimental design to examine the likelihood of posttest writing proficiency of students enrolled in writing classes with a writing peer mentor versus those who did not. This study also sought to understand the strength of the relationship between underrepresented minority status, self-efficacy, and writing performance. Although inconsistent with other studies similar in scope, the results of this study suggest that peer mentorship was not effective in bolstering writing performance or self-efficacy for students who participated in the writing peer mentor program. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01