Abstract

Drawing on interviews from faculty at one community college in Texas, this case study focuses on one college and the change process faculty experienced in integrating its developmental reading and writing curriculum. This study centers on the faculty perspective of policy and curriculum implementation, a voice that is often lost or underrepresented in the research literature and offers insight into how colleges can support their faculty who are responding to curricular change and/or policy mandates.

Journal
Teaching English in the Two-Year College
Published
2019-12-01
DOI
10.58680/tetyc201930434
Open Access
Closed
Topics

Citation Context

Cited by in this index (2)

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

Cites in this index (0)

No references match articles in this index.

Also cites 14 works outside this index ↓
  1. 10.37514/JBW-J.2009.28.2.04
    Journal of Basic Writing  
  2. 10.1080/00221546.2010.11779049.
  3. 10.1016/j.econedurev.2009.09.002.
  4. 10.1353/foc.2013.0003
    The Future of Children  
  5. 10.1016/j.stueduc.2014.11.004.
  6. 10.1080/001401300409143.
  7. 10.1080/13639080020028747.
  8. 10.1017/S0003055404001182
    The American Political Science Review  
  9. 10.37514/JBW-J.2003.22.2.06
    Journal of Basic Writing  
  10. 10.1002/cc.20209.
  11. 10.1002/cc.67.
  12. 10.7916/D82N59D6.
  13. 10.1177/0091552108319538.
  14. 10.1080/10508400701524777
    The Journal of the Learning Sciences  
CrossRef global citation count: 4 View in citation network →