Dual Credit and Advanced Placement Students in Developmental Education: What Happened?

Autor/inn/en	Coleman, Sandra Lee; Skidmore, Susan Troncoso; Martirosyan, Nara M.
Titel	Dual Credit and Advanced Placement Students in Developmental Education: What Happened?
Quelle	In: Journal of College Academic Support Programs, 3 (2021) 2, S.14-27 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Preparation; Advanced Placement; Dual Enrollment; Phenomenology; Student Attitudes; Student Placement; Undergraduate Students; Educational Experience; Study Habits; Skill Development; College Environment; Metacognition; Barriers; Emotional Response; Academic Achievement; Course Selection (Students); Outcomes of Education; Texas + Suchen Sie Ihr Suchwort? Doppelstudium; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Schülerpraktikum; Bildungserfahrung; Study behavior; Study behaviour; Studienverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Hochschulumwelt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Emotionales Verhalten; Schulleistung; Course selection; Student; Students; Kurswahl; Lernleistung; Schulerfolg
Abstract	Despite their better-than-average preparation, former dual credit and advanced placement students have placed into developmental education upon entering higher education. In this phenomenological study, six students were randomly selected to be interviewed from a group of 562 who placed into developmental education at one Texas university during a 6-year time frame, Fall 2009 through Summer 2015. Six themes, Utility of Developmental Class, Test Taking, Self-Awareness, Obstacles, Emotions, and Academics, and 20 sub-themes emerged from the interview data. The thoughts expressed by the students in this study suggest that developmental placement was a disorienting experience for many of them. Perhaps this was due to their newly acknowledged underpreparedness that necessitated they develop habits and skills more conducive to the college environment. Regardless of the source, in the end the students acknowledged various forms of personal growth as a result of the developmental course experience. (As Provided).
Anmerkungen	Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01