Developmental education and the surrounding issues of academically underprepared students have been an ongoing source of debate within American higher education. While secondary education systems are frequently blamed for failing to adequately prepare students, community colleges, state colleges, and universities offer developmental programs to aid students in need of remediation in the form of developmental courses. Reading, Math, and English are subjects that are often taught on a developmental level. These courses are designed to provide students with the basic skills needed to be successful in higher education.
This research was designed to examine students perception of the effectiveness of developmental education programs in a community college setting in Louisiana. The data was collected through a qualitative study using student surveys and interviews. For this study, effectiveness was defined in two ways: in evaluating students perception of whether the developmental courses taken address their deficiencies in each developmental course subject and through comparison of components of developmental programs to established indicators that facilitate developmental program success.
Theoretical framework for the study drew on Baxter Magoldas Epistemological Reflection Model. This study contributes to the discussion of effective developmental education pedagogy and the development of programs that enhance underprepared students transitional development into a postsecondary educational setting.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-10132013-190025 |
| Date | 06 November 2013 |
| Creators | Mitchell, Thad David |
| Contributors | Mitchell, Roland, Cheek, Earl, Jolly, Jennifer, Richardson, Malcolm |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-10132013-190025/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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