Perceptions of Community College Students and Faculty on Persistence in Developmental Reading

Autor/in	Aofrate, Lisa H.
Titel	Perceptions of Community College Students and Faculty on Persistence in Developmental Reading
Quelle	(2016), (157 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-1990-4
Schlagwörter	Hochschulschrift; Dissertation; Student Attitudes; Community Colleges; Two Year College Students; Two Year Colleges; Teacher Attitudes; College Faculty; Academic Persistence; Developmental Programs; Reading Instruction; Student Attrition; Nontraditional Students; Phenomenology; Constructivism (Learning); Student Centered Learning; Experiential Learning; Critical Thinking; Reflection; Higher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Community college; Community College; Lehrerverhalten; Fakultät; Entwicklungsplan; Leseunterricht; Schülerbeurlaubung; Phenomenological psychology; Phänomenologie; Psychologie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Experiental learning; Erfahrungsorientiertes Lernen; Kritisches Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Attrition for entry-level, non-traditional college students taking developmental reading courses is a concern for higher education institutions. Students need to complete basic developmental reading courses in order to progress in their vocational or collegiate studies. This phenomenological study followed a social constructivist approach to attempt to understand what developmental reading students and faculty experience regarding persistence. The key research question examined the perceptions and understandings of college students and faculty involved in college entry level, non-traditional developmental reading classes regarding the factors impacting student persistence at a local community college. Using interviews, surveys, and participant journals, data were collected from 3 non-traditional, developmental reading students, who were over 24 years of age, and 3 of their instructors. Interview data were transcribed and all data were analyzed using open coding and thematic analysis. The themes discovered from both student and instructor perspectives were that student-centered instruction, experiential learning, and critical reflection were all methods for improving developmental reading student persistence. Implications for positive social change include providing research findings to the local site that might be used to improve student retention in developmental reading courses. [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	2020/1/01