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Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1995. / Source: Dissertation Abstracts International, Volume: 57-04, Section: B, page: 2902. Chair: Debra Gordon.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 2002. / Source: Dissertation Abstracts International, Volume: 62-12, Section: B, page: 5967. Chair: Shirley Long.

Made available in DSpace on 2014-06-11T19:31:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-02-28Bitstream added on 2014-06-13T19:21:12Z : No. of bitstreams: 1 santana_msr_dr_mar.pdf: 2892272 bytes, checksum: ceb905f45b71bfed449f8929a866ab73 (MD5) / A atividade, para a perspectiva Histórico-Cultural e a Teoria da Atividade, torna-se a promotora da práxis, uma vez que, por meio dela, se consolida a apropriação da cultura e se permite a objetivação do sujeito na cultura. Tendo a atividade como referência, a pesquisa aqui relatada tem por objetivo principal comprovar que a prática docente intencionalmente organizada nos moldes da atividade envolvente, com base problematizadora, é capaz de efetivar uma educação com os princípios da educação desenvolvente, que prime pelo desenvolvimento do pensamento teórico, promovendo um outro nível de consciência nos alunos. Para tanto, buscou-se compreender como as condições concretas da realidade escolar em que se desenvolveu a pesquisa viabilizam a constituição do trabalho docente e verificar em que medida os estudos teóricos possibilitam o desenvolvimento de uma prática pedagógica diferenciada, calcada na perspectiva da Educação Desenvolvente. Por meio do aprofundamento teórico acerca dessas categorias e do estabelecimento do conceito de problematização dos conteúdos escolares para a referida teoria, considerou-se tanto a atividade quanto a problematização como promotores do desenvolvimento das funções psíquicas superiores, especificamente da formação do pensamento teórico. Com base metodológica qualitativa, a pesquisa de campo, desenvolvida por meio da pesquisa-ação entre os anos de 2010 e meados de 2012, ocorreu em uma escola estadual do município de Paranaíba/MS, onde foi constituído um grupo de professoras e coordenadoras das séries iniciais do Ensino Fundamental, com encontros quinzenais para estudos teóricos sobre a abordagem Histórico-Cultural e planejamento de atividades problematizadoras, com o intuito de verificar, no contexto de sala de aula, a construção coletiva de uma prática pedagógica que... / Activity, from the Historical-Cultural point of view and the Theory of Activity, becomes the promoter of praxis, since, by means of it, one consolidates the appropriation of culture and gives way to the objectification of the subject in culture. Having activity as reference, this research was carried out to verify mainly that the teaching practice intentionally organized in the moulds of the involving activity, based on problem solving, is capable of accomplishing an education with the principles of the developmental education, which distinguishes itself by the development of the theoretical thought, providing another level of awareness for the students. Therefore, one tried to understand how the concrete conditions of the school reality in which the research was developed made the constitution of the teaching work feasible and verify to what extent the theoretical studies give way to the development of a differentiated pedagogical practice, based on the perspective of Developmental Education. By means of the theoretical probing for those categories and the establishment of the problem solving concept of school contents for the theory at issue, one took into account both the activity and the problem solving as promoters of the development of higher psychic functions, specifically of the formation of the theoretical thought. Based on a qualitative approach, the field research, developed by means of the research-action from 2010 to the middle 2012, took place in a public school of Paranaíba/MS, where a group of teachers and coordinators at the level of Grade/Junior high school was organized, holding fortnightly meetings to carry out theoretical studies on the Historical-Cultural approach and the planning of problem solving activities, aiming at verifying, within the classroom, the collective organization of... (Complete abstract click electronic access below)

The purpose of this study was to understand the perceptions of underprepared college students who had participated in learning communities and who persisted to complete developmental classes and earned at least 30 college-level credit hours to graduate and the perceptions of their peers who had dropped out of college. The theories posed by Tinto, Astin, and Freire formed the framework for this case study. The 22 participants were graduates or transfer students now attending a public university, currently-enrolled sophomores, and students no longer enrolled at the time of the study. Semi-structured individual interviews and a group interview provided narrative data which were transcribed, coded, and analyzed to gain insights into the experiences and perspectives of the participants. The group interview provided a form of member checking to increase accuracy in interpreting themes. A peer reviewer provided feedback on the researcher’s data analysis procedures. The analysis yielded four themes and 14 sub-themes which captured the essence of the participants’ experiences. The pre-college characteristics/traits theme described the students’ internal values and attributes acquired prior to college. The external college support/community influence theme described the encouragement to attend college the students received from family, friends, and high school teachers. The social involvement theme described the students’ participation in campus activities and their interactions with other members of the campus. The academic integration theme described students’ use of campus resources and their contacts with the faculty. The persisters reported strong family and peer support, a sense of responsibility, appreciation for dedicated and caring faculty, and a belief that an education can be a liberatory means to achieve their goals. The non-persisters did not report having the same sense of purpose, goal orientation, determination, obligation to meet family expectations, peer support, campus involvement, positive faculty experiences, and time management skills. The researcher offers an emerging model for understanding factors associated with persistence and three recommendations for enhancing the academic experience of underprepared college students: (a) include a critical pedagogy perspective in coursework where possible, (b) integrate co-curricular activities with the academic disciplines, and (c) increase student-faculty interaction.

This study sought to understand the perceptions of African American male students who are enrolled in developmental education programs. The researcher gathered information by interviewing students at 2 Mississippi community colleges and by reviewing information collected from the student’s demographic profile. This qualitative research allowed the researcher to learn directly from students, factors that contribute to African American male students developing a negative perception of developmental education programs. Participants were 20 African American male students enrolled in developmental education program in 2 Mississippi community colleges. Data collection occurred during the spring and fall 2016 semester. Each participant was asked 12 questions to determine his perspectives of developmental education programs and factors contributing to the student’s academic success. Moreover, the study provided solutions that can help dispel the negative perceptions of African American male students and suggested strategies for academic achievement. The factors included the following: support of community college leaders, supportive instructors, and peer support group. Data suggested that to support the academic success of African American male students, an understanding of their culture can benefit their advancement in the community college. The participants believe that if instructors would not give into the negative stereotypes and increase their willingness to go the extra mile to insure that African American male students become successful, the negative perception of developmental education program will change. Participants conveyed the need to feel cared for, understood, and supported by instructors and community college leaders. The findings from this study can assist community college leaders and instructors to develop educational interventions that will support African American male students. This research study is an attempt to provide information that will improve academic success of African American males enrolled in developmental educational programs in the community colleges.

The purpose of this study was to examine the effect of the accelerated course learning format on student achievement in developmental English and math courses offered at a rural community college. Due to a rise in the number of underprepared students who enroll in community college, some college officials implemented the accelerated course learning format to allow students to complete developmental coursework in a shorter timeframe. Research on the utilization of the accelerated learning format in developmental education has been conducted in urban areas, and this study provides research and findings from a rural perspective. Historical enrollment data were used to find out if the accelerated course learning format method of instruction increased a student’s developmental course success and college-level persistence. The enrollment of students enrolled in at least 1 developmental English or math course offered in an accelerated or traditional format during the fall 2010 through fall 2015 enrollment period was tracked to evaluate success and persistence. A non-experimental, comparative research design was used to evaluate the relationship between 1 independent variable (method of instruction: traditional or accelerated) and 2 dependent variables (success: grade of A, B, or C and persistence: proceeded to and successfully completed the college level course: English Composition I and College Algebra). The data collected were analyzed using IBM SPSS version 24.0. Descriptive statistics were also used to analyze the data, and Chi Square tests were used to determine how well the experiential distribution of data fits with the distribution that was anticipated with the independent variables. In reviewing the findings, results were consistent for each developmental course, in English and math. Students enrolled in 8-week courses consistently outperformed students enrolled in 16-week courses. Recommendations for future research include a review of students who withdrew and a discussion of demographics to determine if students withdrew because it was too fast. Another recommendation is to evaluate students who repeated courses and changed formats.

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Although nearly forty years of research has revealed and confirmed practices related to developmental student success, many developmental programs have failed to provide effective intervention. In an effort to organize for developmental student success, Tyler Junior College restructured its developmental program to reflect the needs of their underprepared students and research proven best practices. In one year, they were able to document dramatic results in improved student success. The purpose of this research was to understand the experiences of those involved in changing this developmental program and to generate a theory which explained how they improved the program’s effectiveness. Three basic research questions guided this information gathering process: 1. What were the experiences of the administrators, faculty and support staff in improving a developmental education program? 2. What were the relationships among the experiences of the administrators, faculty and support staff in improving a developmental education program? 3. How did the perceptions of the administration, faculty and support services staff compare? By using the protocol of Interactive Quantitative Analysis, this case study provided an opportunity for those involved in making these changes to tell their stories. These rich descriptions of experiences and perceptions were synthesized into a theory that described how they improved the program’s effectiveness. When compared to related contexts, the results could be useful for making similar transitions elsewhere. / text