Teaching English in the Two-Year College May 2018

Feature: Finding Freedom at the Composition Threshold: Learning from the Experiences of Dual Enrollment Teachers

Katie McWain

Abstract

This article presents findings from a multisite case study of dual enrollment instructors and administrators in high school–college partnerships, identifying key challenges to teachers’ academic freedom while also exploring the possibilities presented by their liminal institutional positionality

Journal
Teaching English in the Two-Year College
Published
2018-05-01
DOI
10.58680/tetyc2018454406
Open Access
Closed
Topics
threshold concepts qualitative research artificial intelligence

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (5)

  1. Brass (2016)
    Forum: A Governmentality Perspective on the Common Core
    Research in the Teaching of English
  2. Toth (2014)
    Feature: Unmeasured Engagement: Two-Year College English Faculty and Disciplina…
    Teaching English in the Two-Year College
  3. Hassel et al. (2013)
    Occupy Writing Studies: Rethinking College Composition for the Needs of the Tea…
    College Composition and Communication
  4. Kroll (2012)
    The End of the Community College English Profession
    Teaching English in the Two-Year College
  5. Andelora (2005)
    The Teacher/Scholar: Reconstructing Our Professional Identity in Two-Year Colleges
    Teaching English in the Two-Year College
Also cites 1 work outside this index ↓
  1. Welch (2016)
    Composition in the Age of Austerity
     ↗
CrossRef global citation count: 11 View in citation network →

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