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Autor/inn/en | Armstrong, Sonya L.; Stahl, Norman A.; Kantner, M. Joanne |
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Titel | Investigating Academic Literacy Expectations: A Curriculum Audit Model |
Quelle | In: Journal of Developmental Education, 38 (2015) 2, S.2-4 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0894-3907 |
Schlagwörter | College Readiness; Career Readiness; Expectation; Literacy; College Students; Remedial Reading; Developmental Studies Programs; Models; Student Attitudes; Questionnaires; College Faculty; Focus Groups; Teacher Surveys; Online Surveys; Readability; Community Colleges; Two Year College Students Expectancy; Erwartung; Alphabetisierung; Schreib- und Lesefähigkeit; Collegestudent; Leseförderung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Analogiemodell; Schülerverhalten; Fragebogen; Fakultät; Lesbarkeit; Community college; Community College |
Abstract | Although much research has examined students' readiness levels as they prepare to transition from high school to college, little published research exists on the specific literacy expectations students will face in their early college experiences. This article provides an overview of a model for determining the reading demands and expectations in such early-college courses. The evaluative model allows faculty teams to examine the academic literacy expectations for introductory-level general education and career technical courses and simultaneously explore the curricula in developmental reading courses. Using the model, evaluators can determine the degree of alignment of text difficulty levels, expectations for student literacy competencies, and standard literacy practices within and across courses. (As Provided). |
Anmerkungen | National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: http://ncde.appstate.edu/publications |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |