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ERIC Number: ED550900
Record Type: Non-Journal
Publication Date: 2012
Pages: 210
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-8720-4
Professional Development in Southwestern Community Colleges and the Utilization of Engaged Practices for Effective Teaching and Learning in the Developmental Reading Classroom
Padilla, Sandra
ProQuest LLC, Ph.D. Dissertation, New Mexico State University
Reading is the most critical skill determining college success. Yet, only 48% of students enrolled in developmental reading courses actually complete the required track. Critical examination in developmental education suggests that students do not complete developmental courses at the community college level due to the idea that the curriculum is lacking in culturally responsive pedagogical tools and strategies. Student retention can best be accomplished by a change in pedagogical style that supports a more engaged interaction in the classroom. Thus, it is critical for college leaders to provide more efficient professional development opportunities to assist educators in meeting the needs of the developmental reading student. The investigation used descriptive statistics to measure frequencies and percentages to determine how southwestern region two-year public community colleges utilize professional development with reading faculty to encourage the use of engaged practices in the developmental reading classroom. Respondents were asked to complete a survey developed by the researcher. The study examined developmental reading faculty's understanding of engaged practices and the types of engaged practices they employ in the classroom. Data revealed that most developmental reading faculty understand the connection between engaged learning and active learning. Faculty are employing traditional forms of engaged learning, such as in-class debates, peer assisted activities, and the Internet. However, nontraditional forms of engaged practices, such as games, Socratic seminars and Clickers are less frequently employed. The study also examined faculty development needs for professional development utilizing engaged practices in the developmental reading classroom. The results of the study indicated that while developmental reading faculty are comfortable with their abilities/skills and preparedness in teaching developmental reading courses that integrate engaged practices, they do acknowledge a need for more follow-up activities, trainings, mentoring, and course design focused on engaged practices. A final point of examination was the extent to which southwestern two-year public community colleges presently offer faculty development utilizing engaged practices for developmental reading instructors. The results indicated that while institutions are providing professional development focused on engaged practices, developmental reading faculty would like to participate in additional training, orientations sessions, mentoring, and course design development opportunities integrating engaged practices. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A