Matching Items (2)
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.
ContributorsBixler, L. Ann (Laura Ann) (Author) / Clark, Christopher M. (Thesis advisor) / Rund, James (Thesis advisor) / Young, Donna (Committee member) / Arizona State University (Publisher)
Created2012
Description
This action research study, set in a community college in the southwestern United States, was designed to investigate the effects of implementing cooperative learning strategies in a developmental mathematics course. Introductory algebra was formerly taught in a lecture based format, and as such regularly had a low course completion rate. To create a more engaging learning environment, formal and informal cooperative learning activities were integrated into the curriculum. Bandura's self-efficacy theory, Vygotsky's constructivist theory, and Deutsch's social interdependence theory guided this study. Qualitative and quantitative data were collected through pre and post self-efficacy surveys, semi-structured student interviews, student journal entries, class observations, focus groups, and pre and post mathematics assessments. Data were analyzed using a mixed methods approach. As a result of implementing cooperative learning practices as a part of my teaching, there was an increase in student attendance as well as a decrease in student withdrawal rates. Students were also more motivated to work with each other on mathematics homework outside of class sessions. There was a strong sense of community that I had not witnessed in previous courses that I have taught. Use of cooperative learning practices served as a vehicle to motivate students to work on their mathematics coursework with their peers. Keywords: cooperative learning, developmental mathematics, constructivism, social interdependence theory, self-efficacy, community college
ContributorsRivera, Natalie (Author) / Zambo, Ron (Thesis advisor) / Jiménez, Rosa (Committee member) / Rivera, Reynaldo (Committee member) / Arizona State University (Publisher)
Created2013