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Teaching English in the Two-Year College最新文献

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Feature: Neither Here nor There: A Study of Dual Enrollment Students’ Hybrid Identities in First-Year Composition 专题:不在这里也不在那里:双录取学生在一年级作文中的混合身份研究
Teaching English in the Two-Year College Pub Date : 2020-09-01 DOI: 10.58680/tetyc202030878
Erin Costello Wecker, Patty Wilde
{"title":"Feature: Neither Here nor There: A Study of Dual Enrollment Students’ Hybrid Identities in First-Year Composition","authors":"Erin Costello Wecker, Patty Wilde","doi":"10.58680/tetyc202030878","DOIUrl":"https://doi.org/10.58680/tetyc202030878","url":null,"abstract":"This article shares findings from a CCCC-funded grant that focuses on a dual enrollment program in Washington State called Running Start. This model invites high schoolers to take college courses on a college campus. Instructors are frequently advised to treat Running Start participants “as if they were any other college students,” yet as our large-scale survey suggests, these students have complex hybrid identities that warrant greater consideration. Without diluting academic rigor, we call for an enhanced understanding of the “funds of knowledge” (González, Moll, and Amanti) that high schoolers bring to First-Year Composition in the spirit of congruous inclusivity.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"18 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125904037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Editors’ Introduction: Foregrounding Access, Recognizing Hybrid Identities, and Building Alliances 编者导言:突出接入，认识混合身份，建立联盟
Teaching English in the Two-Year College Pub Date : 2020-09-01 DOI: 10.58680/tetyc202030876
Caitlin Larracey, H. Hassel
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引用次数: 0
Feature: Access and Stratification: One City, Two Dual Enrollment Programs 特点:准入和分层:一城两双招生
Teaching English in the Two-Year College Pub Date : 2020-09-01 DOI: 10.58680/tetyc202030884
Clancy Ratliff, Daniel A. Smith
{"title":"Feature: Access and Stratification: One City, Two Dual Enrollment Programs","authors":"Clancy Ratliff, Daniel A. Smith","doi":"10.58680/tetyc202030884","DOIUrl":"https://doi.org/10.58680/tetyc202030884","url":null,"abstract":"This article analyzes and reflects on dual enrollment programs at a two-year college and a four-year research university in the same city and branches into a critique of dual enrollment and an argument for the need for inter-institutional collaboration toward goals of student access and opportunity.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131559728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Feature: Finding Value, Building Value: A Dual Enrollment Model That Works 特点:发现价值，构建价值:一种有效的双重注册模式
Teaching English in the Two-Year College Pub Date : 2020-09-01 DOI: 10.58680/tetyc202030882
Joshua Stokdyk, Sarah Z. Johnson, Jen Grandone
{"title":"Feature: Finding Value, Building Value: A Dual Enrollment Model That Works","authors":"Joshua Stokdyk, Sarah Z. Johnson, Jen Grandone","doi":"10.58680/tetyc202030882","DOIUrl":"https://doi.org/10.58680/tetyc202030882","url":null,"abstract":"First-year composition faculty have historically cast a skeptical eye on high-school-based dual enrollment FYC. However, when secondary and post-secondary faculty are allowed to build their program together, trusting each other’s expertise and engaging in mutual professional development, enormous value is generated for both sets of faculty and the DE students. This article presents findings, materials, and recommendations from a long-standing successful DE program built on the assumption that college faculty have just as much to learn from their high school colleagues as high school teachers have to learn about teaching college-level writing.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132159002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Joint Position Statement on Dual Enrollment in Composition 关于作文双招生联合立场声明
Teaching English in the Two-Year College Pub Date : 2020-09-01 DOI: 10.58680/tetyc202030877
Sarah Z. Johnson, K. Keane, Katie McWain, Clancy Ratliff, Michael Stancliff, Kara Taczak, Laurel Taylor, W. Thelin, Erin Whittig, Ruijie Zhao
{"title":"Joint Position Statement on Dual Enrollment in Composition","authors":"Sarah Z. Johnson, K. Keane, Katie McWain, Clancy Ratliff, Michael Stancliff, Kara Taczak, Laurel Taylor, W. Thelin, Erin Whittig, Ruijie Zhao","doi":"10.58680/tetyc202030877","DOIUrl":"https://doi.org/10.58680/tetyc202030877","url":null,"abstract":"“Joint Position Statement on Dual Enrollment from CCCC, TYCA, WPA, NCTE” Jan. 2020.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121689309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Feature: Bringing the Community to the Classroom: Using Campus-Wide Collaborations to Foster Belonging for Dual Enrollment Students 特色:将社区带入课堂:利用校园范围内的合作来培养双招生学生的归属感
Teaching English in the Two-Year College Pub Date : 2020-09-01 DOI: 10.58680/tetyc202030879
Angela Ridinger-Dotterman, Regina A. Rochford, S. Hock
{"title":"Feature: Bringing the Community to the Classroom: Using Campus-Wide Collaborations to Foster Belonging for Dual Enrollment Students","authors":"Angela Ridinger-Dotterman, Regina A. Rochford, S. Hock","doi":"10.58680/tetyc202030879","DOIUrl":"https://doi.org/10.58680/tetyc202030879","url":null,"abstract":"This article describes the experience of three professors teaching dual enrollment BTECH Early College High School students at Queensborough Community College, and our incorporation of departmental and campus-wide collaborative learning experiences as an intervention for student success and engagement. We present our collaborative approach to course design, culminating in the Upstanders Project, a multimodal research-based writing assignment incorporating on-campus cultural and learning resources. We argue that this approach led to an immersive learning experience for dual enrollment students that strengthened their ties to the college community.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128616915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Feature: Dual/Dueling Identities: Helping Dual Enrollment Faculty Navigate a Complex and Contested Professional Space 特点:双重/决斗身份:帮助双重招生教师在复杂和竞争激烈的专业空间中导航
Teaching English in the Two-Year College Pub Date : 2020-09-01 DOI: 10.58680/tetyc202030881
Robyn Russo
{"title":"Feature: Dual/Dueling Identities: Helping Dual Enrollment Faculty Navigate a Complex and Contested Professional Space","authors":"Robyn Russo","doi":"10.58680/tetyc202030881","DOIUrl":"https://doi.org/10.58680/tetyc202030881","url":null,"abstract":"This article presents findings from a case study with dual enrollment English faculty, highlighting the challenges they face in asserting a professional identity and exploring the possibilities for a more collaborative vision of the two-year college English profession.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132950272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Feature: Mapping Dual Credit for College Writing: Signposts from the Oregon Trail 特色:绘制大学写作双学分:俄勒冈小道的路标
Teaching English in the Two-Year College Pub Date : 2020-09-01 DOI: 10.58680/tetyc202030883
Jordan Terriere-Dobrioglo, Vicki Tolar Burton
{"title":"Feature: Mapping Dual Credit for College Writing: Signposts from the Oregon Trail","authors":"Jordan Terriere-Dobrioglo, Vicki Tolar Burton","doi":"10.58680/tetyc202030883","DOIUrl":"https://doi.org/10.58680/tetyc202030883","url":null,"abstract":"This article locates and describes different versions of dual credit for first-year composition as they occur across Oregon and concludes with recommendations, a call for financial transparency in the funding of dual credit in Oregon, and an invitation to researchers in other states to map dual credit in their own states.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127153929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Feature: Renewing the Promise at Open Access Institutions: Frameworks for Engaging Locally Responsive Writing Instruction 专题:更新开放获取机构的承诺:参与本地响应性写作教学的框架
Teaching English in the Two-Year College Pub Date : 2020-05-01 DOI: 10.58680/tetyc202030648
Justin M. Jory
{"title":"Feature: Renewing the Promise at Open Access Institutions: Frameworks for Engaging Locally Responsive Writing Instruction","authors":"Justin M. Jory","doi":"10.58680/tetyc202030648","DOIUrl":"https://doi.org/10.58680/tetyc202030648","url":null,"abstract":"This essay shows how one English department used open educational resources and threshold theory to engage locally responsive writing instruction and increase access at a community college.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127736986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Editor’s Introduction: Strategies for Developing Metacognition 编者简介:发展元认知的策略
Teaching English in the Two-Year College Pub Date : 2020-05-01 DOI: 10.58680/tetyc202030646
H. Hassel
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引用次数: 0
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