Using Case Study Multi-Methods to Investigate Close(r) Collaboration: Course-Based Tutoring and the Directive/Nondirective Instructional Continuum

Autor/in	Corbett, Steven J.
Titel	Using Case Study Multi-Methods to Investigate Close(r) Collaboration: Course-Based Tutoring and the Directive/Nondirective Instructional Continuum
Quelle	In: Writing Center Journal, 31 (2011) 1, S.55-81 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-6143
Schlagwörter	Writing (Composition); Research Universities; Tutors; Case Studies; Peer Teaching; Teaching Assistants; Tutoring; Laboratories; Freshman Composition; Questionnaires; Interviews; Theory Practice Relationship; Collaborative Writing; Multicultural Education + Suchen Sie Ihr Suchwort? Schreibübung; Forschungseinrichtung; Förderlehrer; Lehrender; Tutor; Case study; Fallstudie; Case Study; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Laboratory; Laboratorium; Fragebogen; Interviewing; Interviewtechnik; Theorie-Praxis-Beziehung; Multikulturelle Erziehung
Abstract	This essay presents case studies of "course-based tutoring" (CBT) and one-to-one tutorials in two sections of developmental first-year composition (FYC) at a large West Coast research university. The author's study uses a combination of rhetorical and discourse analyses and ethnographic and case study multi-methods to investigate both the scenes of teaching and learning--planning between tutors and graduate teaching assistants (TAs) and participant interactions in the classroom and during one-to-one tutoring sessions--as well as the points of view and interpretations from all the participating actors in these scenes: two TAs, two peer tutors, twenty students, and one researcher. He conducts analyses of tutorial and conference transcripts similar to the types conducted by Muriel Harris in "Teaching One-to One" and Laurel Johnson Black in "Between Talk and Teaching," and he complicates the analyses by factoring in larger contextual data from interviews, questionnaires, and course materials to more fully investigate how and why participants negotiated instructional authority, role, and directive/nondirective methods the way they did. The pedagogical insights involving the directive/nondirective continuum (Clark) or control/flexibility (Gillespie and Lerner) gained in CBT research and practice can help pave the sorts of two-way instructional streets called for by Boquet and Lerner. Writing center and peer tutoring specialists have talked and debated much about the directive/nondirective instructional continuum. A closer look at CBT can bring this ongoing conversation into stark relief. (Contains 3 tables.) (ERIC).
Anmerkungen	Writing Center Journal. 011 Memorial Hall University of Delaware, Newark, DE 19718. e-mail: writingcenterjournal@english.udel.edu; Web site: http://www.english.udel.edu/wcj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10