The Influence of the College Environment on Community College Remedial Mathematics Instructors' Use of Best Practices in Remedial Mathematics PDF Download
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Author: Kathleen K. Shepherd
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 190
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Book Description
An estimated 41% of the more than 11 million students who attend a community college need remediation, with remedial mathematics the most common course students need. The literature pertaining to best practices for student success in remedial mathematics abounds, yet, there is little evidence of the factors that influence instructor use of these best practices in the classroom. This study evaluated results of a 29-item survey of American Mathematical Association of Two Year Colleges' members on the influence of instructor demographics, faculty development, institutional policies and procedures, and student support services on instructor use of best practices in teaching remedial mathematics. Developmental Theory served as the study's theoretical framework, while the Seven Principles for Good Practice in Undergraduate Education and the Input-Environment-Output Model served as conceptual frameworks. Analysis revealed nine significant predictors of overall use of best practices, four of which were influenced by instructor demographics, three by institutional policies and procedures, and two by professional development. This study may inform policymakers and administrators alike as they scrutinize the delivery of remedial mathematics courses.
Author: Kathleen K. Shepherd
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 190
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Book Description
An estimated 41% of the more than 11 million students who attend a community college need remediation, with remedial mathematics the most common course students need. The literature pertaining to best practices for student success in remedial mathematics abounds, yet, there is little evidence of the factors that influence instructor use of these best practices in the classroom. This study evaluated results of a 29-item survey of American Mathematical Association of Two Year Colleges' members on the influence of instructor demographics, faculty development, institutional policies and procedures, and student support services on instructor use of best practices in teaching remedial mathematics. Developmental Theory served as the study's theoretical framework, while the Seven Principles for Good Practice in Undergraduate Education and the Input-Environment-Output Model served as conceptual frameworks. Analysis revealed nine significant predictors of overall use of best practices, four of which were influenced by instructor demographics, three by institutional policies and procedures, and two by professional development. This study may inform policymakers and administrators alike as they scrutinize the delivery of remedial mathematics courses.
Author: Robin M. Wucherer
Publisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 570
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Book Description
In an extension of research linking teachers' beliefs about mathematics and their instructional practices at the PreK-12 level, the present study examined and documented both the beliefs and instructional practices of four community college instructors who teach remedial mathematics. Data was collected through survey, observations, interviews and classroom artifacts.
Author: Roszena L Haskins
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Author: Leslie Glen
Publisher:
ISBN:
Category : Community college
Languages : en
Pages : 0
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Book Description
This dissertation is an attempt to add to the research on community college mathematics education, and to examine one way in which content delivery might be adapted from other levels to teach community college remedial mathematics courses. In order to address these issues, I adapted the idea of Design-Based Research and the Teaching Experiment to an entire class of students in order to examine whether Realistic Mathematics Education (RME) would be adaptable to the community college environment. I produced activities that would highlight the concepts students in the class were required to learn but delivered them as a fantasy narrative using the principles of RME. I analyzed student submissions from the tasks embedded in these activities to determine whether RME had been a successful means by which to deliver the content and found not only that students had learned as much by this delivery method as by lecture, but that they had developed a sense of meaning from the mathematics in the process. These results suggest not only that methods designed for one population can effectively be used for others, but that community college students will be at least as successful under such a modified model. While teachers have always modified the work of others for their own purposes, the results of the research done for this dissertation support the idea that such modification is appropriate and effective; more specifically, it suggests that the time and effort required to modify methods for use in alternative environments is worth the sacrifice, and I would recommend that instructors at every level explore the myriad ways by which content can be delivered.
Author: Stacey M. Sivley
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 133
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Book Description
With open door admission policies, lower tuition rates, and convenient locations, community colleges are enrolling more and more academically unprepared students who are placing into developmental mathematics courses. Many of these community colleges need to assess their developmental education programs, instructors, courses, and students to determine if they are providing an effective developmental experience for students. The purpose of this study is to determine if students at selected Alabama community colleges are involved in remedial mathematics activities that are documented in the literature as best practices. Using student surveys, student focus groups, and faculty interviews from students and instructors currently involved in developmental mathematics courses, data were collected from three selected Alabama community colleges. Data analysis for the study incorporated qualitative and quantitative methodologies which were used to establish common themes in developmental math courses with an emphasis on best teaching and learning practices. The results of the study provided strong feedback and opinions on the topic of developmental mathematics education by students and faculty. By addressing the findings in this study with a renovation and/or revitalization of identified student services, updated placement testing procedures, and faculty professional development on the specific needs of developmental mathematics students, community colleges may find that numerous facets of their developmental education programs will incorporate and model documented best teaching and learning practices. The findings also led to suggestions for future research.
Author: Allen H. Alexander
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 256
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Author: Bakary Sagna
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Students' mean scores difference on the post-test were higher in 62.5% of the sections than on the pre-test. The evaluation of achievement on both tests, the responses to the questionnaire and comments from students showed that SI leader's characteristics associated to effective communication/active learning, teaching skills, and personal traits could be contributor to score achievements. The linear regression in the study shows that the three factors did not significantly predict the post-test score. However, the pre-test did significantly predict the post-test score in a remedial Math 20 at the end of the semester (Beta = .47, t (197) = 6.56, p
Author: Daysha Monique Lawrence
Publisher:
ISBN:
Category :
Languages : en
Pages : 99
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Author: Juan Carlos Calcagno
Publisher:
ISBN:
Category :
Languages : en
Pages : 5
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Book Description
The conceptual foundation for remedial education is straightforward: students are tested to determine whether they meet a given level of academic proficiency for college-level classes. For those who do not meet this level, deficiencies in skills are addressed through some form of supplementary instruction, most often remedial courses. The study summarized in this Brief employs a quasi-experimental design to examine remedial enrollment and outcomes of community college students throughout the state of Florida. Results of the study suggest that as a means for addressing the needs of under-prepared students, remediation has both benefits and drawbacks. After controlling for noncompliance and endogenous sorting around the placement test cutoff score, students on the margin of requiring math remediation were slightly more likely to persist to their second year. Similarly, the impacts of both math and reading remediation were positive in terms of the total (remedial and college-level) credits earned over six years. However, no effect was found on total college-level (non-remedial) credits completed. The likelihood of passing subsequent college-level English composition was slightly lower for reading remedial students, while no difference was found in future math course performance for math remedial students. No discernible impact was found in terms of certificate or associate degree completion or transfer to a public four-year college. Overall, the results suggest that remediation might promote early persistence in college, but it does not necessarily help students who are on the margin of passing the cutoff make progress toward a degree. The report concludes that additional effort is needed to estimate the impact of remedial courses on weaker students who score far below the placement cutoff necessary to take college-level courses. More work is also needed on the effects of remediation relative to its costs. Future research should also focus on institutional policies and practices, as well as particular services and classroom strategies, in order to explore differences in the effects of remediation by college and by remediation program design. [Additional support for this research was provided by the Spencer Dissertation Fellowship. The National Center for Postsecondary Research is a partnership of the Community College Research Center, Teachers College, Columbia University; MDRC; the Curry School of Education at the University of Virginia; and faculty at Harvard University. This Brief is based on an NCPR Working Paper titled "The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance." For the full working paper, see ED501553.].
Author: Laura Jean Crosby
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 221
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Book Description
Many students are entering college under-prepared for college-level, credit bearing mathematics courses, and they are also having difficulty completing the remedial coursework that is required before they can move on to credit-bearing courses. The purpose of this exploratory qualitative research study is to gain an understanding of students' perceptions regarding their remedial mathematics placement. There is little research that takes into account student perspectives when trying to understand why so many students are entering college under-prepared for credit bearing mathematics courses. Two-hundred sixty-seven students enrolled in remedial elementary algebra math courses were asked to voluntarily complete a survey online regarding their prior math experiences and their plans to overcome their remedial placement. One-hundred fifty-nine students completed the survey and sixty-seven students volunteered to participate in a follow-up interview. Twelve of these participants were then selected for follow-up interviews to gain a more in-depth understanding of their experiences. Results of the study indicated that participants attribute their remedial mathematics placement to a lack of mathematical knowledge/understanding, time between math courses, negative experiences with teachers, a lack of effort in high school, and lack of information and guidance regarding the college placement test. Participants planned to study and see a tutor to overcome their remedial mathematics placement.
