Teaching English in the Two-Year College Dec 2019

Feature: What’s Expected of Us as We Integrate the Two Disciplines?”: Two-Year College Faculty Engage with Basic Writing Reform

Erin E. Doran

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
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Open Access
Closed
Topics
basic writing two-year college qualitative research literacy studies
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Citation Context

Cited by in this index (2)

  1. Giordano et al. (2022)
    Guest Editors’ Introduction: The Changing Realities of Open-Access Reading: Whe…
    Teaching English in the Two-Year College
  2. (2021)
    Call For Proposals
    Teaching English in the Two-Year College

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CrossRef global citation count: 5 View in citation network → Build reading path →

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