Thesis
How Educators Approach Collaborative Writing
University of Iowa
Bachelor of Arts (BA), University of Iowa
Spring 2023
Abstract
Attention towards the practice of collaborative writing is growing, especially in research about its benefits; however, there is less exploration on the active application of collaborative writing by educators. In this pilot study, a survey was distributed to a listserv for current educators of gifted students to determine their programmatic practices related to collaborative writing; some of their responses suggested individual understandings and beliefs about collaborative writing. The survey aimed to investigate what age group of students and course subjects were being taught with collaborative writing. Findings included hesitation from educators due to a lack of education or curriculum involving collaborative writing, social acceptance of the practice, grading, and access to technology. For educators who reported use of collaborative writing, there were a range of age groups and subjects being taught, a variety of forms of collaborative writing, and shared experiences about observed benefits.
Details
- Title: Subtitle
- How Educators Approach Collaborative Writing
- Creators
- Noreasa D Higgins
- Contributors
- Randolph W Lange (Advisor) - University of IowaLaurie Croft (Mentor) - University of Iowa
- Resource Type
- Thesis
- Project Type
- Honors Thesis
- Degree Awarded
- Bachelor of Arts (BA), University of Iowa
- Degree in
- Education Studies and Human Relations
- Date degree season
- Spring 2023
- Publisher
- University of Iowa
- Number of pages
- 40 pages
- Copyright
- Copyright © 2023 Noreasa D Higgins
- Language
- English
- Academic Unit
- Education Honors Theses; Honors Program
- Record Identifier
- 9984413064202771
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