Full metadata
Title
Faculty impact on persistence and success in developmental writing classes
Description
In the next decade, community college English departments will expand their developmental course offerings. The students who take these developmental courses generally have higher incidence of diagnosed learnin g disabilities, bleak economic circumstances that require them to work full time, greater dependence on public transporation, and some level of frustration and confusion about being placed in a non-credit course despite graduating from high school. Using a qualitative approach, this action research study articulates the faculty behaviors, classroom environments, and faculty-student interactions that help developmental writing students succeed. The researcher interviewed successful students about what the faculty members did that helped them succeed in developmental writing classes. Then the researcher created and tested a checklist to help writing instructors conform their practices to best practices identified in published research and interviews with successful students. Instructors found the checklist useful in evaluating their own practices in relation to the current research.
Date Created
2012
Contributors
- Bixler, L. Ann (Laura Ann) (Author)
- Clark, Christopher M. (Thesis advisor)
- Rund, James (Thesis advisor)
- Young, Donna (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Educational evaluation
- Teacher Education
- Education (Higher)
- community college
- Developmental
- English
- Instruction
- Teaching
- Writing
- Basic writing (Remedial education)
- Developmental studies programs
- Effective teaching
- English language--Study and teaching (Higher)
- Community college students--Attitudes.
- Community college students
Resource Type
Extent
x, 97 p. : ill. (some col.)
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.14686
Statement of Responsibility
by L. Ann Bixler
Description Source
Viewed on October 22, 2012
Level of coding
full
Note
Partial requirement for: Ed. D., Arizona State University, 2012
Note type
thesis
Includes bibliographical references (p. 57-67)
Note type
bibliography
Field of study: Educational leadership and policy studies
System Created
- 2012-08-24 06:19:40
System Modified
- 2021-08-30 01:47:53
- 2 years 8 months ago
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