Latino-a Student Efficacy Expectations: Reacting and Adjusting to a Writing-about-Writing Curriculum Change at an Hispanic Serving InstitutionReportar como inadecuado




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Composition Forum, v27 Spr 2013

Using data from two surveys and end-of-semester reflections, researchers learned that students enrolled in writing-about-writing (WAW) courses are initially intimidated by the demands of a WAW curriculum, but the students' perceived inability to complete the requirements contradicted survey data and final written reflections. Ongoing public conversations surrounding WAW curriculum and movement may lead faculty working with high at-risk populations, including but not limited to Latino/as, hesitant to adapt this approach, but the researchers challenge these perceptions and call for additional research to confirm that students who complete WAW courses have an increased sense of self-efficacy towards academic writing. (Contains 2 figures and 2 notes.)

Descriptors: Self Efficacy, Hispanic American Students, Institutional Characteristics, Student Attitudes, Surveys, College Students, Writing Instruction, Writing (Composition), Curriculum, College Faculty, Teaching Methods, At Risk Students, Academic Discourse, Writing Skills

Association of Teachers of Advanced Composition. e-mail: cf[at]compositionforum.com; Web site: http://compositionforum.com





Autor: McCracken, I. Moriah; Ortiz, Valerie A.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1826&id=EJ1003965







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