Abstract

This article is the first of a two-part thematic analysis of interviews reporting on the professional identity enactment of developmental literacy practitioners; we argue for intentional, explicit inclusion of developmental literacy disciplinary perspectives as essential for further expanding the two-year college English community of practice.

Journal
Teaching English in the Two-Year College
Published
2021-09-01
DOI
10.58680/tetyc202131552
Open Access
Closed
Topics

Citation Context

Cited by in this index (3)

  1. Pedagogy
  2. Teaching English in the Two-Year College
  3. Teaching English in the Two-Year College

Cites in this index (3)

  1. College Composition and Communication
  2. Pedagogy
  3. Teaching English in the Two-Year College
Also cites 15 works outside this index ↓
  1. What’s Been Keeping Me Awake at Night: The Future(?) of ‘The Field.’
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  2. Handbook of College Reading and Study Strategy Research
  3. Encyclopedia of Quality of Life and Well-Being Research
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  5. Handbook of College Reading and Study Strategy Research
  6. Teacher Educators’ Collective Professional Agency and Identity—Transforming Marginality t…
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  7. Developmental Writing: Trust, Challenge, and Critical Thinking
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  8. Scholarship and the Professional Identity of Community College Faculty Members
    New Directions for Community Colleges  
  9. Handbook of College Reading and Study Strategy Research
  10. The Two-Year College as Democracy in Action
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  11. Disciplinary Reading in Basic Writing Graduate Education
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  12. Examining Communities of Practice: Trans-disciplinarity, Resilience, and Professional Identity
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  13. Looking for Signs of Community College Arts and Sciences Faculty Professionalization in s…
    Community College Review  
  14. Faculty Development and a Graduate Course for Pre-Service and In-Service Faculty
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  15. Teachers’ Professional Identity Negotiations in Two Different Work Organisations
    Vocations and Learning  
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