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Direct linkStahl, Norman A.; Armstrong, Sonya L. – College Teaching, 2022
Recent reform efforts in developmental education have led to model-development of college literacy instruction without being informed by institution-specific investigations of whether, how, and to what extent new models align with the literacy rigors of next-level courses across pathways. Such work is essential to informing literacy programming at…
Descriptors: Developmental Studies Programs, Models, Literacy Education, Curriculum Evaluation
Download full textMcGee, Barrie S.; Williams, Jeanine L.; Armstrong, Sonya L.; Holschuh, Jodi P. – Journal of Developmental Education, 2021
"Remedial Trap." "Bridge to Nowhere." "Completion Divide." Such language used to describe the field of Developmental Education (DE), especially by those outside the field, is undeniably deficit oriented. In this manuscript, we initiate a dialog that critiques such portrayals of DE, particularly those that appear in…
Descriptors: Developmental Studies Programs, Remedial Instruction, Educational Policy, Educational Change
Shaw, Donita; Armstrong, Sonya L.; Alejandro, Adam J.; Martin-Young, Shelley; Weyen, Abby – Adult Literacy Education, 2021
The purpose of this study was to explore possible implicit models of reading that drive curriculum and instruction in adult and postsecondary developmental reading contexts. This qualitative investigation explored faculty conceptualizations of reading via linguistic metaphors. Forty-six reading education professionals completed an online survey…
Descriptors: Reading Instruction, Developmental Studies Programs, Reading Teachers, Teaching Methods
Armstrong, Sonya L.; Stahl, Norman A.; Lampi, Jodi P. – Community College Journal of Research and Practice, 2020
Recent calls for coursework acceleration, reforms efforts, and promising pedagogical practices have resulted in the reemergence of integrated reading and writing (IRW) courses in community colleges nationwide. To answer such calls, a number of IRW textbooks have been published and implemented rapidly, perhaps out of convenience. This study was a…
Descriptors: Textbook Content, Integrated Curriculum, Reading Writing Relationship, Community Colleges
Stahl, Norman A.; Theriault, Jennifer C.; Armstrong, Sonya L. – Journal of Developmental Education, 2016
This content analysis examines the topics, trends, and issues impacting developmental education and its professionals as evaluated by interviews that have appeared in the "Journal of Developmental Education" ("JDE") between the issuance of Volume 1 through Volume 39. A total of 76 interviews were analyzed with attention to…
Descriptors: Developmental Studies Programs, Periodicals, Scholarship, Content Analysis
Armstrong, Sonya L.; Stahl, Norman A.; Kantner, M. Joanne – Journal of Developmental Education, 2015
Although much research has examined students' readiness levels as they prepare to transition from high school to college, little published research exists on the specific literacy expectations students will face in their early college experiences. This article provides an overview of a model for determining the reading demands and expectations in…
Descriptors: College Readiness, Career Readiness, Expectation, Literacy
Paulson, Eric J.; Armstrong, Sonya L. – Journal of Adolescent & Adult Literacy, 2011
In this article, we describe an approach to uncovering learners' literacy-oriented conceptualizations while they are enrolled in transitional, or developmental, reading and writing classes in a college context. This approach entailed eliciting and then analyzing the metaphors for academic literacies produced by students in 15 sections of a…
Descriptors: College Students, At Risk Students, Academic Support Services, Developmental Studies Programs
