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Faculty opinions about developmental...

Reynolds, Torry L.

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Faculty opinions about developmental education courses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Faculty opinions about developmental education courses./
作者:	Reynolds, Torry L.
面頁冊數:	136 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Higher education administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708168
ISBN:	9781321831702

Faculty opinions about developmental education courses.
Reynolds, Torry L.

Faculty opinions about developmental education courses. - 136 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2015.

Developmental education can be traced to the very beginnings of American higher education and is often a point of access for underprepared college students. Despite its historic presence, developmental education in the form of remedial courses has come under heavy criticism in the recent decades with some educational stakeholders citing costs to students and delayed credential completion as reasons to discontinue remedial courses. This study examines the development of faculty opinions about developmental education in the form of remedial courses as faculty opinions may influence the provision of remedial courses at colleges and universities. The results of the study indicate that institution type, faculty rank, and level of experience each contribute to the formation of faculty beliefs about developmental education. Understanding the factors that influence faculty beliefs will enable developmental education advocates to implement targeted interventions to increase faculty support of remedial courses.

ISBN: 9781321831702Subjects--Topical Terms:

2122863
Higher education administration.

Faculty opinions about developmental education courses.
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500 $a Adviser: Deborah J. Taub.
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520 $a Developmental education can be traced to the very beginnings of American higher education and is often a point of access for underprepared college students. Despite its historic presence, developmental education in the form of remedial courses has come under heavy criticism in the recent decades with some educational stakeholders citing costs to students and delayed credential completion as reasons to discontinue remedial courses. This study examines the development of faculty opinions about developmental education in the form of remedial courses as faculty opinions may influence the provision of remedial courses at colleges and universities. The results of the study indicate that institution type, faculty rank, and level of experience each contribute to the formation of faculty beliefs about developmental education. Understanding the factors that influence faculty beliefs will enable developmental education advocates to implement targeted interventions to increase faculty support of remedial courses.
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