Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support.
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| Title: | Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support. |
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| Authors: | Relles, Stefani R.1 stefani.relles@unlv.edu, Duncheon, Julia C.2 |
| Source: | Innovative Higher Education. Jun2018, Vol. 43 Issue 3, p217-231. 15p. |
| Subject Terms: | *College students, *Writing readiness, *Higher education, *Learning, *Teaching methods |
| Abstract: | This case study offers a qualitative perspective on a relationship between institutional structures and student outcomes. The data describe the conditions in 10 English remediation classrooms at one urban community college district. The study uses new literacies as a theoretical framework with which to understand how these conditions supported classroom-level teaching and learning. Findings suggest that classroom conditions undermined new literacies’ assumptions that college writing is a social practice. The authors discuss the implications of these findings for research to improve writing remediation policies. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This case study offers a qualitative perspective on a relationship between institutional structures and student outcomes. The data describe the conditions in 10 English remediation classrooms at one urban community college district. The study uses new literacies as a theoretical framework with which to understand how these conditions supported classroom-level teaching and learning. Findings suggest that classroom conditions undermined new literacies’ assumptions that college writing is a social practice. The authors discuss the implications of these findings for research to improve writing remediation policies. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07425627 |
| DOI: | 10.1007/s10755-018-9423-5 |
