Literaturnachweis - Detailanzeige
| Autor/in | Kelly-Riley, Diane |
|---|---|
| Titel | Engaging Accountability: Faculty-Led, Statewide Implementation of a Corequisite Model of First Year Writing across Two- and Four-Year Public Institutions |
| Quelle | In: Composition Studies, 48 (2020) 2, S.35-53 (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-9322 |
| Schlagwörter | Freshman Composition; Writing Instruction; College Students; Accountability; Educational Change; Educational Quality; Teaching Conditions; Two Year Colleges; Universities; Enrollment; Program Implementation; Required Courses; Idaho |
| Abstract | This article reports on a statewide implementation of a corequisite model of instruction for first year writing at two- and four-year public, postsecondary institutions in Idaho. This project explores how these institutions manage political and economic mandates for educational reform while preserving educational quality for students and teaching conditions for faculty. In presenting a model of agency and collaboration, this article reports preliminary results from the corequisite revised curricular configurations and the potential for this model to meet the instructional needs of varied student populations across the state. (As Provided). |
| Anmerkungen | Composition Studies. Available from: UMass Boston. 100 William T. Morrissey Blvd, Boston, MA 02125; e-mail: compstudiesjournal@gmail.com; Web site: https://compstudiesjournal.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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