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- W4387218805 abstract "In the United States, two-year public community colleges with open admissions and low tuition offer the opportunity for students to attend college who would otherwise not be able to afford it or to be accepted. However, students who are evaluated as underprepared for college are required to take noncredit courses in writing, reading, and or math, termed developmental courses. These courses expand opportunity, but completion rates are low, and required developmental courses may be a barrier to progress for many students rather than an opportunity. This chapter reviews research relevant to recent efforts to reform community college developmental writing programs, including research on the concerns driving the reforms and research on the effects of various reform efforts. Major reform efforts have included changes in criteria and assessments for placement into developmental writing; accelerated progress through developmental courses with compressed courses, summer bridge programs, or combined reading and writing courses; and corequisite courses that integrate developmental and regular first-year courses. In contrast to these changes in placement and the structure of courses, little research has focused on improved pedagogical methods. As part of the discussion of pedagogical research, I will discuss our own research on strategy instruction with self-regulation. The chapter will conclude with recommendations for further research." @default.
- W4387218805 created "2023-10-01" @default.
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- W4387218805 date "2023-01-01" @default.
- W4387218805 modified "2023-10-01" @default.
- W4387218805 title "Postsecondary Developmental Education in Writing: Issues and Research" @default.
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- W4387218805 doi "https://doi.org/10.1007/978-3-031-36472-3_18" @default.
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