Investigating Writing Performance and Institutional Supports Among Teacher Candidates Who Transferred from Community Colleges
- Autores: Katharine Pace Miles, Leslie Craigo, Selenid Gonzalez-Frey
- Localización: Higher learning research communications: HLRC, ISSN-e 2157-6254, Vol. 8, Nº. 2, 2018, págs. 35-54
- Idioma: inglés
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Resumen
To provide a snapshot of the skills of community college students as compared to senior college students, this study investigated writing performance and college experience of initial two-year enrolled (community college transfer students, n = 17) versus initial four-year enrolled students (n = 12) in a teacher preparation program. Results of independent samples t-tests on in-class writing, research paper, and final score were non-significant (p =.28, p = .54, p = .15, respectively) indicating that two-year and four-year start teacher candidates did not differ in their performance on these assignments nor overall in the course. Qualitative data indicated that while both two- and four-year start teacher candidates had a positive writing identity during their first two years of college, the personal support that two-year starts had may be what enabled them to succeed and have a positive writing identity once they transferred to a four-year college. Implications regarding how to coordinate supports for transfer student teacher candidates will be discussed, as this is the very population of diverse students needed as PreK-12 teachers.
