Research Gaps in Teaching English in the Two-Year College

Holly Hassel

doi:10.58680/tetyc201323601

ISSN: 0098-6291
E-ISSN: 1943-2356

Research Gaps in Teaching English in the Two-Year College
Author(s): Holly Hassel
Source: Teaching English in the Two-Year College, Volume 40, Issue 4, May 2013, p. 343 - 363
DOI: https://doi.org/10.58680/tetyc201323601
- Published online: 01 May 2013

Previous Article
Table of Contents
Next Article

Abstract

This essay reports on a systematic assessment of 239 feature articles published in the journal Teaching English in the Two-Year College between 2001 and 2012. It notes gaps in the published research on two-year college English teaching and recommends areas offocus for future work in the field.

Article metrics loading...

/content/journals/10.58680/tetyc201323601

2013-05-01

2026-05-16

Full text loading...

/content/journals/10.58680/tetyc201323601

Article Type: Research Article

Most Cited Most Cited RSS feed

- Building Racial Literacy in First-Year Composition
  
  Author(s): Yolanda Sealey-Ruiz
- Feature: The Two-Year College Teacher-Scholar-Activist
  
  Author(s): Patrick Sullivan
- Feature: Professional Autonomy and Teacher-Scholar-Activists in Two-Year Colleges: Preparing New Faculty to Think Institutionally
  
  Author(s): Brett Griffiths
- TYCA White Paper on Developmental Education Reforms
- Feature: Toward Local Teacher-Scholar Communities of Practice: Findings from a National TYCA Survey
  
  Author(s): Christie Toth and Patrick Sullivan
- Feature: “I Bought the Book and I Didn’t Need It”: What Reading Looks like at an Urban Community College
  
  Author(s): Annie Del Principe and Rachel Ihara
- Instructional Note: Meeting Student Writers Where They Are: Using Wikipedia to Teach Responsible Scholarship
  
  Author(s): Paula Patch
- Feature: A Critical Race Analysis of Transition-Level Writing Curriculum to Support the Racially Diverse Two-Year College
  
  Author(s): Jamila Kareem
- Feature: The Profession of Teaching English in the Two-Year College: Findings from the 2019 TYCA Workload Survey
  
  Author(s): Emily Suh, Joanne Baird Giordano, Brett Griffiths, Holly Hassel, Jeffrey Klausman, Kirsten Higgins, Leslie Roberts, Sarah Snyder, Patrick Sullivan, Lizbett Tinoco, Christie Toth and McKenna Wegner
- Feature: Trauma-Informed Writing Pedagogy: Ways to Support Student Writers Affected by Trauma and Traumatic Stress
  
  Author(s): Melissa Tayles
More Less

Research Gaps in Teaching English in the Two-Year College

Abstract

Most Read This Month

Most Cited Most Cited RSS feed