The Experiences of Remedial Instructors at One Urban Community College: A Case Study
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| Title: | The Experiences of Remedial Instructors at One Urban Community College: A Case Study |
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| Language: | English |
| Authors: | Liburd-Shaddai, Jean L. |
| Source: | ProQuest LLC. 2012Ph.D. Dissertation, Capella University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 109 |
| Publication Date: | 2012 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Two Year Colleges Higher Education Postsecondary Education |
| Descriptors: | Community Colleges, College Faculty, Developmental Studies Programs, Urban Schools, Qualitative Research, Case Studies, Teacher Attitudes, Instructional Effectiveness, Learner Controlled Instruction, Electronic Learning, Internet, Student Needs |
| ISBN: | 978-1-267-87921-9 |
| Abstract: | The number of incoming community college students, including recent high school graduates as well as nontraditional students, requiring remediation has increased dramatically in recent years. As a result, community colleges are mandated by the state to implement developmental programs to address the diverse academic needs of their students. Studies have investigated the cost and effectiveness of these remedial programs. As such, instructors of remediation are faced with the responsibility of implementing appropriate approaches to enable students to master basic skills and to prepare them for college-level courses. This qualitative case study describes the experiences of 12 instructors of remediation at a large urban community college in the northeastern United States as they applied approaches to enable students to master basic skills and to prepare for college-level courses. The data revealed that a majority of the instructors described their experiences as positive; only one participant viewed his experience as negative. Hand coding techniques were used to cull and organize the data. A number of themes emerged including positive experience, awareness of varied academic needs of students, satisfaction with students' progress, frustration with students' lack of progress, and learning environment. Also, a number of approaches were identified by the participants. These approaches ranged from traditional teacher-centered instruction to student-centered and web enhanced approaches. The study's findings identified a number of effective approaches that could be replicated in similar settings. The researcher recommended further study on the relationship between pedagogy and the instructors' perception of their teaching experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2015 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3550660 |
| Accession Number: | ED552060 |
| Database: | ERIC |
| Abstract: | The number of incoming community college students, including recent high school graduates as well as nontraditional students, requiring remediation has increased dramatically in recent years. As a result, community colleges are mandated by the state to implement developmental programs to address the diverse academic needs of their students. Studies have investigated the cost and effectiveness of these remedial programs. As such, instructors of remediation are faced with the responsibility of implementing appropriate approaches to enable students to master basic skills and to prepare them for college-level courses. This qualitative case study describes the experiences of 12 instructors of remediation at a large urban community college in the northeastern United States as they applied approaches to enable students to master basic skills and to prepare for college-level courses. The data revealed that a majority of the instructors described their experiences as positive; only one participant viewed his experience as negative. Hand coding techniques were used to cull and organize the data. A number of themes emerged including positive experience, awareness of varied academic needs of students, satisfaction with students' progress, frustration with students' lack of progress, and learning environment. Also, a number of approaches were identified by the participants. These approaches ranged from traditional teacher-centered instruction to student-centered and web enhanced approaches. The study's findings identified a number of effective approaches that could be replicated in similar settings. The researcher recommended further study on the relationship between pedagogy and the instructors' perception of their teaching experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 978-1-267-87921-9 |
