Journal Information
ISSN / EISSN : 1531-4200 / 1533-6255
Current Publisher: Duke University Press (10.1215)
Former Publisher:
Total articles ≅ 975
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Latest articles in this journal

Doug Downs
Published: 1 April 2021
Pedagogy, Volume 21, pp 205-224; doi:10.1215/15314200-8811398

The publisher has not yet granted permission to display this abstract.
Kelly King-O'Brien
Published: 1 April 2021
Pedagogy, Volume 21, pp 295-309; doi:10.1215/15314200-8811483

The publisher has not yet granted permission to display this abstract.
Irene L. Clark
Published: 1 April 2021
Pedagogy, Volume 21, pp 225-240; doi:10.1215/15314200-8811415

The publisher has not yet granted permission to display this abstract.
Mara Lee Grayson
Published: 1 April 2021
Pedagogy, Volume 21, pp 259-275; doi:10.1215/15314200-8811449

The publisher has not yet granted permission to display this abstract.
Anna Maria Johnson, Nusrat Jahan
Published: 1 April 2021
Pedagogy, Volume 21, pp 277-294; doi:10.1215/15314200-8811466

The publisher has not yet granted permission to display this abstract.
Joanne Baird Giordano, Holly Hassel
Published: 1 April 2021
Pedagogy, Volume 21, pp 241-258; doi:10.1215/15314200-8811432

Abstract:
In the past decade, open-access institutions have faced an onslaught of legislative and administrative initiatives aimed at reducing or eliminating developmental coursework (Hassel et al. 2015; Whinnery and Pompelia 2018), including moving underprepared students to credit-bearing composition courses with varied forms of corequisite support, integrating reading and writing courses as an alternative to standalone reading courses, and eliminating developmental education entirely. These initiatives stem from concerns about the impact of developmental courses on time to degree completion, but they are also strongly rooted in higher education austerity measures. An emphasis on accelerating students’ development as college readers and writers has fundamentally changed (and continues to reshape) writing program curricula and instruction at an ever-increasing number of community colleges and some less selective universities. Until recently, most students with low standardized test scores would have been required to take multiple semesters of developmental reading and writing coursework at a typical community college.
Timothy Oleksiak
Published: 1 April 2021
Pedagogy, Volume 21, pp 369-383; doi:10.1215/15314200-8811551

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Mary Traester, Chris Kervina, Noel Holton Brathwaite
Published: 1 April 2021
Pedagogy, Volume 21, pp 329-349; doi:10.1215/15314200-8811517

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Tina S. Kazan, Nicholas N. Behm, Peg Cook
Published: 1 April 2021
Pedagogy, Volume 21, pp 311-328; doi:10.1215/15314200-8811500

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Ellen C. Carillo, Alice S. Horning
Published: 1 April 2021
Pedagogy, Volume 21, pp 385-388; doi:10.1215/15314200-8811568

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