Hunter, K.A. & Tse, H.P. 2013, 'Making disciplinary writing and thinking practices an integral part of academic content teaching', Active Learning in Higher Education, vol. 14, no. 3, pp. 227-239.
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Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with disciplinary concepts. The impact of the programme was evaluated through analysis of student grades before and after its implementation and student and tutor perception of its effect. Data collected included surveys, interviews and focus groups. The data showed that the programme generated student engagement with the processes of knowledge construction and reflected better thinking in the subject. This was evidenced by effective utilisation of feedback and improved grades in written assignments. The findings suggest that similar programmes are of value potentially to any discipline.
Hunter, K.A. & Tse, H.P. 2013, 'Student perceptions of embedded writing programs taught by disciplinary academics', Journal of Academic Language and Learning, vol. 7, no. 2, pp. A95-A105.
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Study of three embedded writing programs - student perceptions
Docherty, P.T., Tse, H.P., Forman, S.R. & McKenzie, J.A. 2010, 'Extending the principles of intensive writing to large macroeconomics classes', Journal of Economic Education, vol. 41, no. 4, pp. 370-382.
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The authors report on the design and implementation of a pilot program to extend the principles of intensive writing outlined by W. Lee Hansen (1998), Murray S. Simpson and Shireen E. Carroll (1999) and David Carless (2006) to large macroeconomics classes. The key aspect of this program was its collaborative nature, with staff from two specialist units joining forces with two economics instructors to provide students with significant resources and direction in a short program of writing, embedded within an intermediate macroeconomics subject at the University of Technology, Sydney (UTS). The objective was to test potential strategies and to identify points of improvement for a more intensive program of writing development at the next stage of implementation. The authors review the literature on student writing and associated assessment issues, outline the central design features of the UTS program, and take a closer look at the centerpiece of a strategy for overcoming writing problems: a series of writing workshops targeted at two related assignments within the intermediate macroeconomics course.
Docherty, P.T. & Tse, H.P. 2010, 'Reducing the expectations gap: Using an academic literacies approach to improve student writing in economics', Australasian Journal of Economics Education, vol. 7, no. 1, pp. 31-58.
Docherty, P.T. & Tse, H.P. 2009, 'A survey of AS-AD models for teaching undergraduates at intermediate level', Australasian Journal of Economics Education, vol. 6, no. 1, pp. 52-81.
Docherty, P.T. & Tse, H.P. 2009, 'Re-evaluating the AS-AD model as a device for teaching intermediate macroeconomics', Australasian Journal of Economics Education, vol. 6, no. 2, pp. 64-86.
Docherty, P.T., Tse, H.P., Forman, S.R. & Menzies, G.D. 2006, 'Reducing the expectations gap: Facilitating improved student writing in an intermediate macroeconomics course (F&E paper #150)', School of Finance & Economics Working Paper Series, vol. 150.