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ERIC Number: EJ1180266
Record Type: Journal
Publication Date: 2018-Jun
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0742-5627
EISSN: N/A
Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support
Relles, Stefani R.; Duncheon, Julia C.
Innovative Higher Education, v43 n3 p217-231 Jun 2018
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A