College-Ready for a Career Pathway: A Vertical-Alignment Study in Literacy

Autor/inn/en	Stahl, Norman A.; Armstrong, Sonya L.; King, James R.; Dyer, James
Titel	College-Ready for a Career Pathway: A Vertical-Alignment Study in Literacy
Quelle	In: Journal of Developmental Education, 43 (2020) 2, S.2-8 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-3907
Schlagwörter	College Readiness; Community Colleges; Two Year College Students; Vocational Education; Literacy; Remedial Reading + Suchen Sie Ihr Suchwort? Community college; Community College; Ausbildung; Berufsbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Leseförderung
Abstract	This manuscript presents a study that was undertaken at three community college sites. The study was designed to build upon a prior study (Armstrong, Stahl, & Kantner, 2015a, 2015b, 2016) that aimed to answer the following general query: "What constitutes college-level text-readiness?" In the present study, that question was directly focused on career technical education (CTE) courses whereas the prior study aimed at general education (GE) courses. Two simultaneous threads of data collection were implemented en route to a vertical-alignment study focused on literacy expectations: one for developmental reading (DR) and one for CTE courses. One major insight gleaned from this study is that far more research demonstrating vertical alignment of literacy preparation (from DR to particular subject areas or field, for instance) is needed to inform how to most effectively align such supports to the actual demands associated with students' next-level experiences. (As Provided).
Anmerkungen	National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: https://journals.library.appstate.edu/index.php/jde/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01