This phenomenological study explored both the students' lived experiences of placement processes at an urban community college and their consciousness of those experiences. By applying phenomenological methodology within an engaged inquiry framework, this study integrates multiple perspectives into a narrative thread to make sense of students' experiences with placement and the prospect of remediation. Further, this study sought to understand not only how that prospect is socially constructed but how it affects the students' integration into higher education. By applying socio-cultural theories of ability and ability development as a lens, the study focused on the relationships among the students' understanding of remedial structures, of their own academic ability, and of their sense of belonging in higher education. / Urban Education
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/7205 |
| Date | January 2021 |
| Creators | Marcotte, Madeline R. |
| Contributors | Jordan, Will J., Cucchiara, Maia Bloomfield, Shorr, Lori A., Brandt, Carol B. |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 172 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/7184, Theses and Dissertations |
Page generated in 0.0016 seconds