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• W130493068 abstract "Current discussions of diversity tend to focus primarily on broad categories of difference within the student population—age, gender, race, ethnicity, ability. These discussions have been useful in making educators more aware of the diversity of students and student needs. Some critics, however, havebegun to question their value as a basis for classroom practice, arguing that the focus on the general qualities of large populations is of limited practical value to teachers, who work with individual students rather than populations, and who may therefore require more information on the nature of individual variation within populations. This thesis considers some of the ways in which the experience of individual students may relate to the larger patterns of diversity present in the classroom. Specifically, it explores ageand genderrelated patterns in student attitudes toward writing in six Iowa community college composition classes. Student attitudes were measured across four domains—control, writing apprehension, student agency, and collaboration. Gender appeared to have a significant effect on overall writing apprehension scores; differences in control scores by age x pre/post scores were moderately significant. Interactions between these patterns were considered; a significant age Xgender interaction was found in the writing apprehension domain. Finally, the study considered the relationship between these patterns and the experience of five individual students within the study population." @default.
• W130493068 created "2016-06-24" @default.
• W130493068 creator A5071503250 @default.
• W130493068 date "2018-08-13" @default.
• W130493068 modified "2023-09-25" @default.
• W130493068 title "Diversity in student attitudes and motivations in the community college composition classroom" @default.
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• W130493068 doi "https://doi.org/10.31274/rtd-180813-12213" @default.
• W130493068 hasPublicationYear "2018" @default.
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