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Undoing Remediation: The Politics and Practice of Writing Instruction in Community College Reform
Undoing Remediation: The Politics and Practice of Writing Instruction in Community College Reform
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105130
- ISBN
- 9798291553428
- DDC
- 379
- 서명/저자
- Undoing Remediation: The Politics and Practice of Writing Instruction in Community College Reform
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 316 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
- 주기사항
- Advisor: Bartlett, Lesley.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약Community colleges across the United States are reforming their developmental education programs, with one notable shift being the adoption of co-requisite English models. In this approach, students assessed as needing remediation are placed directly into college-level English (English 1) while receiving concurrent academic support. Although co-requisite English is widely seen as more effective than traditional prerequisite models, primarily due to improved student outcomes, limited research has explored how the two models compare from pedagogical, student, and instructor perspectives. This year-long ethnographic study addresses that gap by examining how each model shapes teaching practices and classroom experiences. Three main findings emerge: First, while prerequisite English was marked by skills-building, linguistic containment, and pedagogies of care, co-requisite English more actively embraced translingualism. Second, English instructors generally framed writing through the lens of appropriateness, yet moderated their language ideologies to avoid stigmatizing feedback. Third, for linguistic minority students, perceptions of college unreadiness were tied to both material hardships and raciolinguistic ideologies. Despite these challenges, students responded to unfair conditions by asserting cultural pride, sustaining heritage languages, and cultivating social educational capital. Overall, this study highlights the importance of adopting an "equality of condition" framework in community college reform.
- 일반주제명
- Education policy
- 일반주제명
- Language
- 일반주제명
- Linguistics
- 키워드
- Raciolinguistics
- 키워드
- Translingualism
- 기타저자
- The University of Wisconsin - Madison Educational Policy Studies
- 기본자료저록
- Dissertations Abstracts International. 87-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202105130
■006m o d
■007cr#unu||||||||
■020 ▼a9798291553428
■035 ▼a(MiAaPQ)AAI32239203
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aPappolla, Antonella.
■24510▼aUndoing Remediation: The Politics and Practice of Writing Instruction in Community College Reform
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a316 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: A.
■500 ▼aAdvisor: Bartlett, Lesley.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aCommunity colleges across the United States are reforming their developmental education programs, with one notable shift being the adoption of co-requisite English models. In this approach, students assessed as needing remediation are placed directly into college-level English (English 1) while receiving concurrent academic support. Although co-requisite English is widely seen as more effective than traditional prerequisite models, primarily due to improved student outcomes, limited research has explored how the two models compare from pedagogical, student, and instructor perspectives. This year-long ethnographic study addresses that gap by examining how each model shapes teaching practices and classroom experiences. Three main findings emerge: First, while prerequisite English was marked by skills-building, linguistic containment, and pedagogies of care, co-requisite English more actively embraced translingualism. Second, English instructors generally framed writing through the lens of appropriateness, yet moderated their language ideologies to avoid stigmatizing feedback. Third, for linguistic minority students, perceptions of college unreadiness were tied to both material hardships and raciolinguistic ideologies. Despite these challenges, students responded to unfair conditions by asserting cultural pride, sustaining heritage languages, and cultivating social educational capital. Overall, this study highlights the importance of adopting an "equality of condition" framework in community college reform.
■590 ▼aSchool code: 0262.
■650 4▼aEducation policy
■650 4▼aLanguage
■650 4▼aLinguistics
■650 4▼aCommunity college education
■653 ▼aCo-requisite English
■653 ▼aDevelopmental education reform
■653 ▼aEquality of condition
■653 ▼aLinguistic justice
■653 ▼aRaciolinguistics
■653 ▼aTranslingualism
■690 ▼a0458
■690 ▼a0679
■690 ▼a0290
■690 ▼a0275
■71020▼aThe University of Wisconsin - Madison▼bEducational Policy Studies.
■7730 ▼tDissertations Abstracts International▼g87-02A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359515▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
