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Faculty Impact on Persistence and Success in Developmental Writing Classes


Abstract In the next decade, community college English departments will expand their developmental course offerings. The students who take these developmental courses generally have higher incidence of diagnosed learnin g disabilities, bleak economic circumstances that require them to work full time, greater dependence on public transporation, and some level of frustration and confusion about being placed in a non-credit course despite graduating from high school. Using a qualitative approach, this action research study articulates the faculty behaviors, classroom environments, and faculty-student interactions that help developmental writing students succeed. The researcher interviewed successful students about what the faculty members did that help... (more)
Created Date 2012
Contributor Bixler, Laura Ann (Author) / Clark, Christopher M (Advisor) / Rund, James (Advisor) / Young, Donna (Committee member) / Arizona State University (Publisher)
Subject Educational evaluation / Teacher education / Higher education / community college / developmental / English / instruction / teaching / writing
Type Doctoral Dissertation
Extent 108 pages
Language English
Copyright
Reuse Permissions All Rights Reserved
Note Ed.D. Educational Leadership and Policy Studies 2012
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS


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Description Dissertation/Thesis