Instructional Note: Purposeful Coreq’ing with Curriculum Crosswalks

Teaching English in the Two-Year College May 2021

Instructional Note: Purposeful Coreq’ing with Curriculum Crosswalks

Sonya L. Armstrong ; Britt A. Posey ; Pamela J. Mahan

Abstract

Increasingly popular, corequisite models include a college-credit course and a support course taken concurrently; to ensure purposeful alignment in the design of such course pairings, one practical suggestion is a curriculum crosswalk.

Journal: Teaching English in the Two-Year College
Published: 2021-05-01
DOI: 10.58680/tetyc202131351
Open Access: Closed
Topics: multimodality

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Cited by in this index (1)

Penner (2023)

“What’s in a name?” Literacy Studies and Transdisciplinarity

Teaching English in the Two-Year College

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Also cites 3 works outside this index ↓

Adams (2014)

Steps and Missteps: Redesigning, Piloting, and Scaling a Developmental Writing Program

New Directions for Community Colleges ↗
10.1016/j.econedurev.2009.09.002

↗
10.1080/10668926.2019.1636733

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Instructional Note: Purposeful Coreq’ing with Curriculum Crosswalks

Abstract

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