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Moving at the speed of potential: A ...

Capella University., School of Education.

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Moving at the speed of potential: A mixed-methods study of accelerating developmental students in a California community college.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Moving at the speed of potential: A mixed-methods study of accelerating developmental students in a California community college./
Author:	Parks, Paula L.
Description:	146 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3611804
ISBN:	9781303728228

Moving at the speed of potential: A mixed-methods study of accelerating developmental students in a California community college.
Parks, Paula L.

Moving at the speed of potential: A mixed-methods study of accelerating developmental students in a California community college. - 146 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

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.

ISBN: 9781303728228Subjects--Topical Terms:

1018008
Education, Community College.

Moving at the speed of potential: A mixed-methods study of accelerating developmental students in a California community college.
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100 1 $a Parks, Paula L. $3 2098818
245 1 0 $a Moving at the speed of potential: A mixed-methods study of accelerating developmental students in a California community college.
300 $a 146 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Howard R. Jacobs.
502 $a Thesis (Ph.D.)--Capella University, 2014.
520 $a 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.
590 $a School code: 1351.
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710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 75-06A(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3611804