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ERIC Number: ED566239
Record Type: Non-Journal
Publication Date: 2014
Pages: 146
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-2822-8
ISSN: N/A
Moving at the Speed of Potential: A Mixed-Methods Study of Accelerating Developmental Students in a California Community College
Parks, Paula L.
ProQuest LLC, Ph.D. Dissertation, Capella University
Most developmental community college students are not completing the composition sequence successfully. This mixed-methods study examined acceleration as a way to help developmental community college students complete the composition sequence more quickly and more successfully. Acceleration is a curricular redesign that includes challenging readings and assignments and reduces the number of required classes in the developmental composition sequence. Developmental students taking an accelerated composition class at the California community college studied were as successful as developmental students taking the traditional segmented basic skills course. Students who pass the accelerated course skip a developmental class and are eligible to take the college-level course, which saves them time and money. The students who were interviewed cited the main factors leading to their success: the academic support from faculty, academic support from fellow students, the personality/caring of the teacher, and an interest in the class theme. Data were from the first semester the college offered this class. Findings from the study indicate that the college studied should continue offering accelerated composition classes and should encourage attendance at professional development meetings so that all parts of the accelerated curriculum will be implemented in the future. Implementing all parts of the accelerated curriculum may increase the success rates. The college studied should also re-examine its traditional basic skills curriculum and the timed writing departmental final exam, which causes unnecessary stress and lowers expectations. More effort could be made to include readings from minority authors and to provide support, such as through learning communities. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California