Contextualizing Instruction for Struggling Writers
Bibliographic Data
| ID | 21740079 |
|---|---|
| Authors | Lisa Nienkark (corresponding author) |
| Year | 2021 |
| Volume | 21 |
| Issue | 1 |
| Pages | 170-178 |
| Publication date | 2021-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (JOURNAL) |
| Journal identifiers | ISSN: 1531-4200 • E-ISSN: 1533-6255 |
| Publisher | Duke University Press (PUBLISHER • US) |
| DOI | 10.1215/15314200-8692771 |
| OpenAlex | W3133754191 |
| Language | EN |
| Citations received | 1 |
| References cited | 1 |
During the past decade, much reform has taken place within reading and writing developmental education at community colleges. One area of reform has focused on reducing the number of developmental education credits taken while accelerating the students’ literacy growth. This article describes a pilot project where, instead of taking a developmental education reading and writing course, the students co-enrolled in a zero-credit social sciences skills lab and at least one college-level gateway course. The lab focuses on reading and writing in the disciplines. Using classroom examples, the article also outlines the pedagogical approaches used in the lab. This 2018–19 pilot was characterized as promising, using prescribed institutional success metrics; as a result, version 2.0 will be implemented for 2021–22
Basic writing · Higher education · Literacy · Mathematics education · Pedagogy · Political science · World Wide Web · Computer Science · Mathematics Education and Programs · Psychology · Reflective Practices in Education · Student Assessment and Feedback
| Citations per year | 0.33 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |