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dc.contributor.author | Pace Miles, Katharine | |
dc.contributor.author | Craigo, Leslie | |
dc.contributor.author | Gonzalez-Frey, Selenid | |
dc.date.accessioned | 2019-02-05T16:06:51Z | |
dc.date.available | 2019-02-05T16:06:51Z | |
dc.date.issued | 2018 | |
dc.identifier.citation | Miles, K., Craigo, L., & González-Frey, S. (2018). Investigating Writing Performance and Institutional Supports Among Teacher Candidates Who Transferred from Community Colleges. Higher Learning Research Communications, 8(2), 35-54. https://doi.org/10.18870/hlrc.v8i2.427 | spa |
dc.identifier.issn | 2157-6254 | |
dc.identifier.uri | http://hdl.handle.net/11268/7778 | |
dc.description.abstract | To provide a snapshot of the skills of community college students as compared to senior college students, this study investigated writing performance and college experience of initial two-year enrolled (community college transfer students, n = 17) versus initial four-year enrolled students (n = 12) in a teacher preparation program. Results of independent samples t-tests on in-class writing, research paper, and final score were non-significant (p =.28, p = .54, p = .15, respectively) indicating that two-year and four-year start teacher candidates did not differ in their performance on these assignments nor overall in the course. Qualitative data indicated that while both two- and four-year start teacher candidates had a positive writing identity during their first two years of college, the personal support that two-year starts had may be what enabled them to succeed and have a positive writing identity once they transferred to a four-year college. Implications regarding how to coordinate supports for transfer student teacher candidates will be discussed, as this is the very population of diverse students needed as PreK-12 teachers. | spa |
dc.description.sponsorship | SIN FINANCIACIÓN | spa |
dc.language.iso | eng | spa |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.title | Investigating Writing Performance and Institutional Supports Among Teacher Candidates Who Transferred from Community Colleges | spa |
dc.type | article | spa |
dc.description.impact | No data 2018 | spa |
dc.identifier.doi | 10.18870/hlrc.v8i2.427 | |
dc.rights.accessRights | openAccess | spa |
dc.subject.uem | Alfabetización | spa |
dc.subject.uem | Formación profesional | spa |
dc.subject.unesco | Alfabetización | spa |
dc.subject.unesco | Formación de docentes | spa |
dc.peerreviewed | Si | spa |