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ERIC Number: EJ1064010
Record Type: Journal
Publication Date: 2015-Jul
Pages: 19
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0091-5521
"What the Hell Is Revise?": A Qualitative Study of Student Approaches to Coursework in Developmental English at One Urban-Serving Community College
Perun, Stefan Austin
Community College Review, v43 n3 p245-263 Jul 2015
Objective: To learn how interactions among the content, professor, and students shaped passing and failing developmental English at one urban-serving community college (USCC). Method: I observed three sections of developmental English at USCC throughout a semester and conducted semi-structured interviews with all three professors and a sample of 23 student volunteers from across the three courses. The analysis drew on field notes from 58 classroom session observations, transcripts of the instructor, and student interviews, and more than 100 pages of course documents handed out to students (i.e., syllabi, assignments, rubrics, etc.). Results: Students' high school experiences shaped approaches to coursework (at least initially), whereby students quickly completed assignments without regard to the assessmentcriteria and expected passing grades for their effort. However, passing required students to adopt a new approach whereby they revised an unacceptable draft of an essay assignment intoa satisfactory one. Conclusion: The findings suggest that pedagogy focused on developing drafting and revising practices helped students develop the approaches necessary to pass. Further research is needed to understand a wider range of influences on students' learning experiences as well as how pedagogy influences passing and failing.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A