Readiness to Learn: Variations in How Students Engage with the Teaching for Transfer Curriculum

Kathleen Blake Yancey; Sonja Andrus; Matthew Davis; Sharon Mitchler; Liane Robertson; Kara Taczak; Howard Tinberg; Tanner Wouldgo

doi:10.58680/ccc2023752248

Readiness to Learn: Variations in How Students Engage with the Teaching for Transfer Curriculum

Kathleen Blake Yancey
, Sonja Andrus
, Matthew Davis
, Sharon Mitchler
, Liane Robertson
, Kara Taczak
, Howard Tinberg
, Tanner Wouldgo

English

Florida State University
University of Cincinnati
Centralia College
University of South Florida
University of Central Florida
Bristol Community College in Fall River
University of California at Santa Cruz

Research output: Contribution to journal › Article › peer-review

Abstract

This article outlines the concept of readiness to learn (RTL) as a framework for ex-plaining students’ differentiated engagement with the Teaching for Transfer (TFT) curriculum. As documented in student voices, RTL operates along a continuum ranging from preparing to engage, on one end, to enacting TFT, on the other, with beginning to engage in the middle.

Original language	English
Pages (from-to)	248-279
Number of pages	32
Journal	College Composition and Communication
Volume	75
Issue number	2
DOIs	https://doi.org/10.58680/ccc2023752248
State	Published - 2023

ASJC Scopus Subject Areas

Language and Linguistics
Education
Literature and Literary Theory

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10.58680/ccc2023752248

Cite this

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abstract = "This article outlines the concept of readiness to learn (RTL) as a framework for ex-plaining students{\textquoteright} differentiated engagement with the Teaching for Transfer (TFT) curriculum. As documented in student voices, RTL operates along a continuum ranging from preparing to engage, on one end, to enacting TFT, on the other, with beginning to engage in the middle.",

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AU - Tinberg, Howard

AU - Wouldgo, Tanner

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Readiness to Learn: Variations in How Students Engage with the Teaching for Transfer Curriculum

Abstract

ASJC Scopus Subject Areas

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