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La Grad Act’S Effects On Developmental Faculty: A Case Study, Patricia Kuhlman Van Brunt
La Grad Act’S Effects On Developmental Faculty: A Case Study, Patricia Kuhlman Van Brunt
LSU Doctoral Dissertations
Over the past 50 years, state legislatures have placed mandates on higher education institutions to lower attrition, thereby increasing student retention and completion. This study investigated and sought to understand the relationship between the Louisiana Granting Resources and Autonomy for Diplomas Act, or the LA GRAD Act (2010), and developmental education. More specifically, it focused on the perceptions of the mandate held by developmental education faculty who are employed at a public, urban Louisiana community college. This study utilized the four-framework approach by Bolman and Deal (2013) to decipher how developmental classrooms, academic departments, and a higher education institution as …
Developmental Education Programs : Students' Perceptions Of The Effectiveness At The Community College Level, Thad David Mitchell
Developmental Education Programs : Students' Perceptions Of The Effectiveness At The Community College Level, Thad David Mitchell
LSU Doctoral Dissertations
Developmental education and the surrounding issues of academically underprepared students have been an ongoing source of debate within American higher education. While secondary education systems are frequently blamed for failing to adequately prepare students, community colleges, state colleges, and universities offer developmental programs to aid students in need of remediation in the form of developmental courses. Reading, Math, and English are subjects that are often taught on a developmental level. These courses are designed to provide students with the basic skills needed to be successful in higher education. This research was designed to examine students’ perception of the effectiveness of …
Students With A Ged In Four-Year Institutions: The Voices Of Persisters, Luria Shaw Stubblefield
Students With A Ged In Four-Year Institutions: The Voices Of Persisters, Luria Shaw Stubblefield
LSU Doctoral Dissertations
This study examined the persistence of students with a GED in four-year institutions. Qualitative research methods were employed to better understand the experiences of GED recipients relative to their progress towards baccalaureate degrees. The theoretical framework for this study was symbolic interactionism. Data were collected in two phases. After a pilot study, Phase I data collection consisted of two focus group interviews with three participants each from two institutions in Louisiana. For Phase II, 10 GED recipients at each university were engaged in semi-structured, in-depth interviews, photography, photo elicitation interviews, and document analysis of students’records. The data were analyzed using …