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Perceptions Of Administrators Faculty And Staff Regarding A Redesign Initiative Integrating Developmental Reading And Writing Instruction In A Community College Setting
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Book Synopsis Perceptions of Administrators, Faculty, and Staff Regarding a Redesign Initiative Integrating Developmental Reading and Writing Instruction in a Community College Setting by : Joanie Deforest
Download or read book Perceptions of Administrators, Faculty, and Staff Regarding a Redesign Initiative Integrating Developmental Reading and Writing Instruction in a Community College Setting written by Joanie Deforest and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationally, an increasing number of underprepared students are enrolling in community colleges, and as a result, the enrollment of at-risk students in Developmental Education programs has soared. Community colleges have undergone much criticism for their lengthy college preparatory programs. Often, these programs require students with low placement test scores to endure many semesters of foundational coursework before they can progress to transferrable academic-level study. Severely at-risk students often give up and drop out. States across the country have begun to scrutinize Developmental Education programs, charging community colleges with the task of developing accelerated curriculum models to move students more quickly through college preparatory coursework. The Southeast Texas community college in this study redesigned two levels of existing standalone developmental reading and writing courses into a two-level integrated reading and writing curriculum, which cut the time to completion in half. This qualitative comparative analysis case study examined the perceptions of top and mid-level administrators, college preparatory reading and writing faculty, and academic advising staff, who were involved in the development and/or implementation of the course redesign. This examination was framed in Kotter's Change Management Theory, Knowles' Adult Learning Theory, and Rosenblatt's Transactional Theory. Four major themes resulted from this study: impetus of change, commitment to student success, trust and confidence, and collective collaboration.
Book Synopsis "What's Expected of Us as We Integrate Reading and Writing?" by : Erin E. Doran
Download or read book "What's Expected of Us as We Integrate Reading and Writing?" written by Erin E. Doran and published by . This book was released on 2015 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study is to shed light on the experiences and perceptions of developmental faculty about teaching integrated developmental reading and writing (INRW) at an urban community college in Texas. This study drew primarily from semi-structured interviews with 7 INRW faculty and 2 administrators at Adelante College as well as archival research. This study used Cultural Historical Activity Theory (CHAT) which accounted for how both tangible and intangible items such as the course syllabus and institutional rules interacted in the faculty experience of responding to INRW. The framework lent itself to generating new knowledge about the experiences of college faculty who teach these INRW courses, the teaching of literacy at the college level, how faculty make sense of the state-wide policy changes and remediation in general. INRW directly impacted faculty in multiple ways, including the courses they teach, how they teach them, and if they are even qualified to teach. This study has aimed to situate experiences of faculty who are implementing a state-level policy within the historical, national, and social contexts that have shaped reforms related to that policy. While more standardized reform efforts at the state, national, and global levels can guide action on individual campuses and help researchers and practitioners identify promising interventions, institutions and individuals have to find ways to adapt these actions to the own contexts--that are historically and culturally situated. This study helps identify promising strategies or to mitigate challenges for others who are undergoing similar changes on other campuses.
Book Synopsis Perceptions of Washington State Community College Administrators and Developmental Education Faculty Concerning the Characteristics of Effective Developmental Education Programs by : Robert Henry Eley
Download or read book Perceptions of Washington State Community College Administrators and Developmental Education Faculty Concerning the Characteristics of Effective Developmental Education Programs written by Robert Henry Eley and published by . This book was released on 1993 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Instrumental Case Study of the Phenomenon of Collaboration in the Process of Improving Community College Developmental Reading and Writing Instruction by : Patricia C. Gordin
Download or read book An Instrumental Case Study of the Phenomenon of Collaboration in the Process of Improving Community College Developmental Reading and Writing Instruction written by Patricia C. Gordin and published by . This book was released on 2006 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focusing upon the intersections between community college faculty and assessment professionals (e.g., institutional researchers) in improving student learning outcomes, the purpose of this study was to describe, analyze, and interpret the experiences of these professionals as they planned for and conducted student learning outcomes assessment in developmental reading, writing, and study skills courses. This instrumental case study at one particular community college in Florida investigated the roles played by these individuals within the larger college effort to develop a Quality Enhancement Plan (QEP), an essential component of a regional accreditation review.
Book Synopsis The Students' Voices in Developmental Education by : Tabitha Miller
Download or read book The Students' Voices in Developmental Education written by Tabitha Miller and published by . This book was released on 2014 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation explores community college students' perceptions and assumptions about developmental education in writing classrooms. The study focuses on students who have taken at least one developmental writing class at a two-year college, with an interest in those who chose not to continue their educational goals. The study uses grounded theory within an inductive framework; data was collected utilizing focus groups and interviews. While many studies have been conducted in the Developmental Education field, very few have centered on the voices of students. Current discussions across the nation about the fate of developmental writing education classes in higher education warrant a closer look not only at what is being done from an educator's standpoint, but also what students think about the knowledge and skills they have acquired in developmental writing classes. Specifically, this study has been guided by the question: How do students in developmental writing classes at a rural two-year college in North Carolina perceive the value of course content and instruction? This qualitative study of a single site develops a research heuristic that can be replicated in additional sites in order to better understand the complexities of developmental education as seen from the point of view of students. Overall, this study discovered knowledge that will assist faculty and administrators as they are challenged to redesign current developmental writing educational practices.
Book Synopsis Perceptions of Students, Families, and Community College Administrators about Developmental Education by : Justin Necessary
Download or read book Perceptions of Students, Families, and Community College Administrators about Developmental Education written by Justin Necessary and published by . This book was released on 2016 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Traditional and Non-traditional Students Enrolled in a Developmental Reading Course in a Community College Setting by : Carolyn Elise Hitchens-Smith
Download or read book Perceptions of Traditional and Non-traditional Students Enrolled in a Developmental Reading Course in a Community College Setting written by Carolyn Elise Hitchens-Smith and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of Community College Developmental Education Faculty Members' Perceptions of Professional Development by : Mary Helen Pavia Martinez
Download or read book An Analysis of Community College Developmental Education Faculty Members' Perceptions of Professional Development written by Mary Helen Pavia Martinez and published by . This book was released on 2020 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty professional development is an essential component in the fabric of community colleges. Nationwide research studies indicate that students who begin their post-secondary studies underprepared and enrolled in developmental education are less likely to complete a college degree. Developmental education has been under reform for the past few years with the goal of accelerating students' success and transitioning them into college-level courses. Given the present state of reform, more research is needed on faculty preparation in teaching developmental education, specifically on the role of professional development in preparing faculty in developmental education. Faculty in developmental education are central to the success of students completing a degree or certificate. During this current state of reform in developmental education, professional development represents a probable solution to preparing faculty to provide condensed versions of developmental education course models. This research study examined perceptions of community college faculty in developmental education on professional development. This study utilized a qualitative case study design with the use of focus groups, semi-structured interviews, and surveys. The findings were (a) the majority of participants reported that sharing with other faculty members was beneficial and perceived the sharing of practice with like-minded individuals as a professional development activity, (b) participants' primary challenges to participating in professional development were limited funding and time away from classroom, and (c) participants expressed apprehension regarding the state of reform in developmental education. Insights from faculty on needs, challenges, and perceptions may enhance the effectiveness, timeliness, and quality of faculty development programs.
Book Synopsis Teachers' and Administrators' Perceptions of the Impact of Professional Development on Small Group Differentiated Reading Instruction by : Meganlyn R. Norris
Download or read book Teachers' and Administrators' Perceptions of the Impact of Professional Development on Small Group Differentiated Reading Instruction written by Meganlyn R. Norris and published by . This book was released on 2018 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined teachers' and administrators' perceptions of the impact of professional development on small group differentiated reading instruction in the primary grades. Seventeen general education public school teachers who taught small group differentiated reading instruction and four public school principals who supervised teachers as they implemented differentiated reading instruction participated in the online survey. Additionally, a limited number of teachers and administrators also participated in face-to-face interviews. The data were collected and analyzed according to teachers' and administrators' perceptions of the effectiveness of professional development received on small group differentiated reading instruction, and teachers' and administrators' beliefs about best practices of professional development on small group differentiated reading instruction. The results indicated that teachers and administrators have similar perceptions of effective professional development strategies that enhance differentiated reading instruction. These perceptions included participating in Professional Learning Communities (PLCs) to analyze student data and instructional practices; observing a coach modeling best practices as well as being observed by a coach; and attending district led professional development workshops. The findings from this study also revealed that teachers and administrators have similar beliefs about effective professional development practices for differentiated reading instruction which included participating in PLCs, coaching, and being provided differentiated professional development sessions. Although this study had a small sample size, the identified findings were supported by research and may benefit the field by contributing to how effective professional development can be designed to improve differentiated reading instruction.
Book Synopsis Perceptions of Teaching and Learning in a Community College Developmental Writing Class by : Carol Ann Hafen
Download or read book Perceptions of Teaching and Learning in a Community College Developmental Writing Class written by Carol Ann Hafen and published by . This book was released on 1996 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Student Evaluative Perceptions of Two Modes of Developmental Reading Instruction at an Urban Community College by : Leatrice J. W. Emeruwa
Download or read book Student Evaluative Perceptions of Two Modes of Developmental Reading Instruction at an Urban Community College written by Leatrice J. W. Emeruwa and published by . This book was released on 1981 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of the Perceptions of Faculty and Students Concerning the Benefits, Needs and Objectives of the Developmental Skills Program at New York City Community College by : Willie Edward James Pollard
Download or read book A Comparison of the Perceptions of Faculty and Students Concerning the Benefits, Needs and Objectives of the Developmental Skills Program at New York City Community College written by Willie Edward James Pollard and published by . This book was released on 1974 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Universal Design in Higher Education by : Sheryl E. Burgstahler
Download or read book Universal Design in Higher Education written by Sheryl E. Burgstahler and published by Harvard Education Press. This book was released on 2010-01-01 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
Book Synopsis Examining Leadership Approaches of Community College Administrators by : Jametoria Lynette Houston-Burton
Download or read book Examining Leadership Approaches of Community College Administrators written by Jametoria Lynette Houston-Burton and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This purpose of the study was to explore the personal perspectives of three select state college administrators regarding their purpose, values, and beliefs they inherently espouse about leadership, developmental education and academic success. The researcher examined the ways in which community college administrators used communication strategies to lead change processes within their organizations. The researcher identified the administrators' leadership approaches in leading a major redesign of a developmental education program at a large community college in Florida. The following primary research question was explored: What are the strategies adopted by the select state college administrators leading a major developmental education redesign initiative within a community college? Utilizing a qualitative approach, the methodology encompassed comparative case study including interviews, observations, and selected document analysis. The conceptual framework utilized Walumbwa, Avolio, Gardner, Wernsing, and Peterson's (2008) authentic leadership model, adaptive communication from Heifetz, Linsky, and Grashow's (2009) adaptive change model, agile leadership approaches based on elements of Eddy's (2010a) multidimensional leadership model, and leadership competencies identified by the American Association of Colleges and Universities (2005). Results of the study included four primary considerations: (a) the influence of a leader's past experiences contextualized the approach to leading change in developmental education redesign; (b) the leader's intrinsic values and beliefs formed the foundation to conceptualize change in developmental education redesign; (c) the leader's sensemaking and communication necessitated the understanding of complex change; (d) leadership qualities and approaches facilitated acceptance, adaptation, and management of leading change in developmental education redesign. Recommendations included processes for new employee orientation, educational advocacy, professional development, strategic planning, mentorship, and collective bargaining.
Book Synopsis Effect of Integrated Reading and Writing Instruction on Reading Examination Scores in a Community College Developmental Program by : Charles B. Johnson
Download or read book Effect of Integrated Reading and Writing Instruction on Reading Examination Scores in a Community College Developmental Program written by Charles B. Johnson and published by . This book was released on 1994 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Improving Adjunct Faculty Experiences by : Haleh Azimi
Download or read book Improving Adjunct Faculty Experiences written by Haleh Azimi and published by . This book was released on 2016 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to explore how a yearlong topics-based faculty learning community targeted for developmental reading adjunct faculty affected faculty experiences, while helping developmental reading adjunct faculty shift their pedagogy from a skills- to a holistic-based approach to college-level literacy. This qualitative study collected data from adjunct faculty participants who engaged in a year-long topics-based learning community, with an emphasis on the shift in pedagogy within the field of developmental college-level reading classes. This qualitative study collected data from a focus group of the participants, individual interviews from each of the participants, and document reviews of participant syllabi and projects that focused on a single unit to demonstrate their understanding of the shift in pedagogy. The data demonstrate that topics-based learning community experiences provide significant support for adjunct faculty when shifting pedagogy from a skills-based approach to a holistic approach to college-level literacy in a developmental reading department. Additional findings include adjunct perceptions of marginalization within an institution, which can be ameliorated by professional development opportunities that are executed and implemented with thought and care.
