Embedded Remediation in Journalism & Mass Communication

Little research exists about embedded remediation (ER) in college journalism and mass communication (JMC) programs. ER could support students who are underprepared for college-level writing. Because ER would affect faculty’s professional practice, this study explored its feasibility by investigating JMC faculty perceptions of ER and its feasibility. Qualitative inquiry via focus groups with a purposeful sample ( n = 17) was used to explore perceptions and barriers to implementation and a conceptual framework including Experiential Learning Theory and the Teaching-for-Learning model was used in analysis. Four themes were identified: (a) growing concerns, (b) externalizing remediation, (c) institutional challenges, and (d) taking action

Experiential learning · Focus group · Journalism · Media studies · Medical education · Multimethodology · Pedagogy · Perception · Qualitative research · Social science · Sociology · Communication in Education and Healthcare · Higher Education Practises and Engagement · Higher Education Research Studies · Medicine · Psychology

• Journalism as a tool for experiential learning

  Bahtiyar Kurambayev, Ahmad Khaled AlShallal et al.•Media Practice and Education•2025

  Incluir item

• Overcoming Personal and Academic Challenges

  Open Access•Javier Cavazos, Michael B Johnson et al.•Journal of Hispanic Higher…•2010

  Incluir item

• Naturalistic inquiry

  Open Access•Yvonna S Lincoln, Egon G Guba et al.•International Journal of…•1985

  Incluir item

• Modeling the Determinants of College Readiness for Historically Underrepresented Students at 4-Year Colleges and Universities

  Open Access•Terrell L Strayhorn•American Behavioral Scientist•2014

  Incluir item