Promoting Success in Developmental English: Student Life Skills Courses--A Mixed-Methods Case Study

Autor/in	Greene, Richard Anthony
Titel	Promoting Success in Developmental English: Student Life Skills Courses--A Mixed-Methods Case Study
Quelle	(2012), (156 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of North Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-8086-9
Schlagwörter	Hochschulschrift; Dissertation; Success; Mixed Methods Research; Case Studies; Developmental Programs; English Language Learners; English (Second Language); English Curriculum; Daily Living Skills; Program Effectiveness; Program Evaluation; Program Descriptions; Academic Persistence; School Holding Power; Student Attitudes; Data Analysis; Student Surveys; Focus Groups; Participant Satisfaction; Transitional Programs; College Programs; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Erfolg; Case study; Fallstudie; Case Study; Entwicklungsplan; English as second language; English; Second Language; Englisch als Zweitsprache; Alltagsfertigkeit; Programme evaluation; Programmevaluation; Schülerverhalten; Auswertung; Schülerbefragung; Studienprogramm
Abstract	The purpose of this study was threefold: (a) to describe the impact the SLS courses had on the retention and success rates of students who were taking developmental English courses at FSCJ-Kent Campus, (b) to explain how students taking developmental English felt the SLS courses impacted them, and (c) to find out what elements of the SLS program were most and least valued by students. In order to understand how the SLS program impacted students in the developmental English program at FSCJ-Kent Campus, I conducted a mixed methods case study using FSCJ-Kent Campus as the research site. The case study included a quantitative stage, during which I examined archival data from fall 2008 to summer 2010 to determine the impact of the SLS program on student success and retention, and a qualitative stage, during which I conducted a survey and two focus groups to get an understanding of participants' perspectives. The evidence that the SLS program affected the success and retention rates of students in the developmental English classes at FSCJ-Kent Campus was not conclusive. However, students reported that the program was extremely beneficial to them and provided insight into why they thought the program contributed to their success. The study was significant because I was able to get a deeper understanding of students' perspectives and provide a framework for understanding those perspectives. I concluded that the SLS program was a mechanism to transition and integrate students into the institution. This study may affect the way leaders in educational institutions approach developmental English, the SLS program, and all other developmental programs. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10