Tacit knowledge transmission in the training of first-year composition instructors

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dc.degree.department English en_US
dc.degree.discipline English en_US
dc.degree.grantor Texas Tech University en_US
dc.degree.level Doctoral en_US
dc.degree.name Ph .D . en_US
dc.rights.availability unrestricted en_US
dc.creator Carney , William en_US
dc.date.accessioned 2014 -02 -19T19 :03 :08Z
dc.date.available 2011 -02 -19T01 :03 :13Z en_US
dc.date.available 2014 -02 -19T19 :03 :08Z
dc.date.issued 2006 -12 en_US
dc.identifier.uri http : / /hdl .handle .net /2346 /22540 en_US
dc.description.abstract Writing Program Administrators in large universities face the challenge of providing First -Year Writing instruction to progressively larger and more linguistically diverse undergraduate classes and must do so with a transient cadre of instructors , namely graduate students . In a dynamic environment such as this , fast and effective training is vital for delivery of appropriate instructional services and such training must include the transmission of tacit knowledge . The present study analyzed the interview data from a sample of 20 graduate instructors who work in Texas Tech’s First -Year Writing Program . Subjects were asked about their preferred conduits for the transfer of information concerning grading other instructional matters . The data indicated that there were significant barriers to information transfer due to personal and institutional factors . Ways to encourage such transfer were discussed . en_US
dc.language.iso en _US en_US
dc.publisher Texas Tech University en_US
dc.subject first -year composition en_US
dc.title Tacit knowledge transmission in the training of first -year composition instructors en_US
dc.type Electronic Dissertation en_US

Citation

Tacit knowledge transmission in the training of first-year composition instructors. Doctoral dissertation, Texas Tech University. Available electronically from http : / /hdl .handle .net /2346 /22540 .

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