ERIC Number: EJ1180266
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
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.
Descriptors: Case Studies, Remedial Instruction, Community Colleges, Urban Schools, Two Year College Students, College Environment, Classroom Environment, Literacy Education, Writing Instruction, English Instruction, Educational Practices, College Administration
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges
Authoring Institution: N/A
Grant or Contract Numbers: N/A