Identifier

etd-10132013-190025

Degree

Doctor of Philosophy (PhD)

Department

Educational Theory, Policy, and Practice

Document Type

Dissertation

Abstract

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 Magolda’s 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.

Date

2013

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Mitchell, Roland

DOI

10.31390/gradschool_dissertations.1714

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