Correction to “Educational progress-time and the proliferation of dual enrollment”

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Adolescent & Adult Literacy Pub Date : 2023-04-27 DOI:10.1002/jaal.1288
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引用次数: 0

Abstract

Nordquist, B, Lueck, A. Journal of Adolescent and Adult Literacy. 2020; 64.3: 251–257. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1097

This article should include an attribution to the work of Bethany Monea, whose language was used without proper attribution by Nordquist in the third paragraph on page 251. This paragraph should have quoted Monea's dissertation proposal in addition to citing her published dissertation for further context. We sincerely apologize to Dr. Monea. A corrected version of the paragraph should read: “As Bethany Monea (2023) demonstrates in her dissertation, Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing, differences between secondary and tertiary literacy instruction have been widely researched across fields of literacy education and writing studies (Addison & McGee, 2010; Brockman, Taylor, Crawford, & Kreth 2010; Denecker, 2013; Hannah & Saidy, 2014; Patterson & Duer, 2006; Reiff & Bawarshi, 2011; Wilder & Yagelski, 2018). Monea (2019) asserts that ‘These differences range from the types of writing students are asked to do (DeStigter, 2015), to the syntactic features students will be expected to use (Brown & Aull, 2017), to the terms teachers use to assign and talk about writing (Hannah & Saidy, 2014)’” (p. 15–16).

Monea, B. (2023). Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing. Doctoral Dissertation, University of Pennsylvania. Scholarly Commons.

Monea, B. (2019). The Digital Composing Practices of First-Generation-to-College Students Across and Beyond the High School and College Curriculum. Unpublished Dissertation Proposal. University of Pennsylvania.

We apologize for this error.

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更正“教育进步时间与双重招生的激增”
Nordquist,B,Lueck,A.青少年和成人识字杂志。2020年;64.3:251–257。https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1097This这篇文章应该包括对贝瑟尼·莫妮亚作品的归属,诺奎斯特在251页第三段中使用了莫妮亚的语言,但没有适当的归属。这段话除了引用莫奈发表的论文外,还应该引用她的论文提案。我们真诚地向莫奈博士道歉。该段的更正版本应为:“正如Bethany Monea(2023)在她的论文《创作边疆:第一代的生活和文学,拉丁裔青年向大学写作的过渡》中所展示的那样,中等和高等扫盲教学之间的差异已在扫盲教育和写作研究领域得到广泛研究(Addison和McGee,2010;Brockman,Taylor,Crawford和Kreth,2010;Denecker,2013;Hannah和Saidy,2014;Patterson和Duer,2006;Reiff和Bawarshi,2011;Wilder和Yagelski,2018)。Monea(2019)断言,“这些差异包括学生被要求做的写作类型(DeStigter,2015),学生将被期望使用的句法特征(Brown&;Aull,2017),以及教师用来分配和谈论写作的术语(Hannah&;Saidy,2014)”(第15-16页)。Monea,B.(2023)。《创作边疆:第一代的生活和文学》,拉丁裔青年向大学写作过渡。宾夕法尼亚大学博士学位论文。《学术共享》,Monea,B.(2019)。第一代大学生在高中和大学课程之外的数字化写作实践。未发表的论文建议书。宾夕法尼亚大学。我们为这个错误道歉。
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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
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Issue Information Social annotation and dialogic teaching and learning in English language arts How teachers accommodate digital multimodal communication in pedagogy: A review of Designing Learning for Multimodal Literacy—Teaching Viewing and Representing Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion
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