| dc.creator |
Carney , William |
|
| dc.date |
2011 -02 -19T01 :03 :13Z |
|
| dc.date |
2012 -06 -01T15 :14 :44Z |
|
| dc.date |
2011 -02 -19T01 :03 :13Z |
|
| dc.date |
2012 -06 -01T15 :14 :44Z |
|
| dc.date |
2011 -02 -19T01 :03 :13Z |
|
| dc.date |
2006 -10 -16 |
|
| dc.date.accessioned |
2012 -11 -29T20 :48 :00Z |
|
| dc.date.available |
2012 -11 -29T20 :48 :00Z |
|
| dc.date.issued |
2012 -11 -29 |
|
| dc.identifier |
http : / /hdl .handle .net /2346 /22540 |
|
| dc.identifier.uri |
http : / /hdl .handle .net /2346 /22540 |
|
| dc.description |
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 . |
|
| dc.language |
en _US |
|
| dc.publisher |
Texas Tech University |
|
| dc.rights |
unrestricted |
|
| dc.subject |
first -year composition |
|
| dc.title |
Tacit knowledge transmission in the training of first -year composition instructors |
|
| dc.type |
Electronic Dissertation |
|