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The dual enrollment kaleidoscope: reconfiguring perceptions of first-year writing and composition studies

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dc.contributor.authorDenecker, Christine, editor
dc.contributor.authorMoreland, Casie, editor
dc.contributor.authorUtah State University Press, publisher
dc.date.accessioned2022-12-15T14:44:07Z
dc.date.available2022-12-15T14:44:07Z
dc.date.issued2022
dc.description.abstractThe Dual Enrollment Kaleidoscope is a starting point for elevating the voices of those who historicize, legitimize, scrutinize, critically analyze, align, and assess dual enrollment (DE) work, pushing readers beyond singular views of DE first-year composition and positioning DE's impact on composition instruction as one that shifts dependent upon perspective.--Provided by publisher.
dc.description.tableofcontentsIntroduction: the dual enrollment Kaleidoscope / Christine Denecker and Casie Moreland -- And yet the gap persists / Barbara Schneider, University of Toledo -- Dueling enrollments: historicizing the high school/college divide / Amy Lueck, Santa Clara University and Brice Nordquist, Syracuse University -- Location, delivery, and the historical divide between school and college English / Joseph Jones, University of Memphis -- The optics of observation: exploring tensions and opportunities at the high school-college composition threshold / Katie McWain and Jackie Hoermann-Elliott, with Jennifer Hadley, Texas Woman's University -- Navigating the landscape of professional development: dual enrollment teachers map college composition into the high school classroom / Melanie Burdick, Washburn University and Jane Greer, University of Missouri (Kansas City) -- High school teachers in the FYC ecology: revising the terms of contingency / Scott Campbell, University of Connecticut -- When college faculty go to high school: dual enrollment and the changing scenes of "First-Year" composition / Annie S. Mendenhall and David Gehler, Georgia Southern University (Armstrong) -- But it's (not) the same: a data-driven look at equivalency bias in dual enrollment composition / Dominic Ashby and Jill Parrott, Eastern Kentucky University -- Dislocating first-year composition: beyond the deficit model / Miles McCrimmon, Rappahannock Community College -- College composition at Midwest High: field notes from a concurrent enrollment classroom / Tyler Branson, University of Toledo -- Credit where credit is due: Willamette promise as an inclusive alternative to dual enrollment / Cornelia Paraskevas and Leigh Graziano, Western Oregon University -- Direct assessment of student learning in the eastern promise / Nancy Knowles, Eastern Oregon University -- Ready to write? A mixed methods study of dual enrollment composition students' writing self-efficacy and writing experiences / Erin D. Scott-Stewart, Southern University and A&M College -- Sidestepping the shame/blame binary: hearing and responding to dual enrollment students' voices in the composition classroom / Anna Bogen, The Ohio State University -- Afterword / Keith D. Miller and Shirley K Rose, Arizona State University.
dc.format.mediumborn digital
dc.format.mediumbooks
dc.identifier.urihttps://hdl.handle.net/10217/235899
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartofUtah State University Press
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rightsAll rights reserved. User is responsible for compliance. Please contact University Press of Colorado at https://upcolorado.com/our-books/rights-and-permissions for use information.
dc.rights.accessAccess is limited to the Adams State University, Colorado School of Mines, Colorado State University, Colorado State University Pueblo, Fort Lewis College, Metropolitan State University of Denver, University of Alaska Fairbanks, University of Colorado Boulder, University of Colorado Colorado Springs, University of Colorado Denver, University of Denver, University of Northern Colorado, University of Wyoming, Utah State University, and Western Colorado University members only.
dc.subjectDual enrollment -- United States
dc.subjectEnglish language -- Rhetoric -- Study and teaching (Higher)
dc.subjectEnglish language -- Composition and exercises -- Study and teaching (Higher)
dc.subjectTeachers -- Training of -- United States
dc.subjectHigh school students -- Education (Higher) -- United States
dc.subjectCollege credits -- United States
dc.titleThe dual enrollment kaleidoscope: reconfiguring perceptions of first-year writing and composition studies
dc.typeText

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