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Engagement experiences: Adult English language learner students in advanced manufacturing at a midwestern community college
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In: Graduate Theses and Dissertations (2017)
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| 2 |
Augmented reality reading support in higher education: Exploring effects on perceived motivation and confidence in comprehension for struggling readers in higher education
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In: Graduate Theses and Dissertations (2017)
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A Value-Based Case Study To Increasing Community Mentoring In Stem For Hispanic Students
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In: Open Access Theses & Dissertations (2017)
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| 4 |
Common Ground: Discursive Practices and the Building of Trust Among Participants of Executive Training Program
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In: Publicly Accessible Penn Dissertations (2016)
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| 5 |
Gauging the Alignment between School and Work: An Activity Theory Analysis of Police Report Writing Instruction
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In: Open Access Theses & Dissertations (2014)
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Abstract:
This Dissertation is based on a fifteen-month study of police report writing instruction at one agency, connecting the curriculum at the training academy, field training, and the needs and expectations of multiple report audiences and users. It draws from Rhetorical Genre Studies (Miller, 1984; Russell, 2009), Activity Theory (Engeström, 2008), and Situated Learning (Lave and Wenger, 1991; Dias, Freedman, Medway, and Paré, 1999) to explore how novices learn a new genre through activity, and how this is complicated by a transition between school and work outside of a university context. Specifically, it focuses on the role of andragogical (rather than pedagogical) writing instruction, the integration between the values of community-oriented policing, writing processes and overall rhetorical awareness, and the impact of institutionalized transition phases. This longitudinal case study explores the intersecting experiences of academy cadets, instructors, trainees in the field, and field training officers (FTOs), as well as the needs and expectations articulated by academy administrators, instructors, patrol supervisors, detectives, and assistant district attorneys. Using a model of multiple activity systems mediated by genre, the discussion explores how a strong degree of alignment can signal a model for other contexts, and argues that Activity Theory can be used to both improve activity and share highly contextualized "best" practices. The findings have implications for law enforcement agencies, writing teachers, and scholars, as well as teachers and institutional leaders concerned about effective ways to scaffold learning transfer.
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Keyword:
activity theory; Adult and Continuing Education Administration; Adult and Continuing Education and Teaching; andragogy; genre; learning transfer; Other Communication; police report writing; Rhetoric; situated learning
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URL: https://scholarworks.utep.edu/cgi/viewcontent.cgi?article=2640&context=open_etd
https://scholarworks.utep.edu/open_etd/1641
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| 6 |
Examining the construct validity and reliability of student engagement among adult students
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In: Graduate Theses and Dissertations (2013)
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| 7 |
The Situational Analysis of the Language Needs at the BP language Center in Basra, Iraq.
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In: Graduate Theses and Dissertations (2012)
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| 8 |
Women of African Descent: Persistence in Completing A Doctorate
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In: Vannetta L. Bailey-Iddrisu (2012)
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| 9 |
Women of African Descent: Persistence in Completing A Doctorate
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In: FIU Electronic Theses and Dissertations (2010)
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| 10 |
Characteristics of black/white nontraditional students enrolled at black/white colleges
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In: Retrospective Theses and Dissertations (1987)
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| 11 |
Humorous instruction about the dangling introductory modifier in active, passive, and possessive sentences
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In: Retrospective Theses and Dissertations (1981)
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