Developmental mathematics education: a study of remedial mathematics programs in Alabama community colleges

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dc.contributor Hardy, David E.
dc.contributor Buckelew, Kathy L.
dc.contributor Major, Claire Howell
dc.contributor.advisor McLean, James E.
dc.contributor.advisor Holley, Karri A.
dc.contributor.author Sivley, Stacey M.
dc.date.accessioned 2017-03-01T16:51:50Z
dc.date.available 2017-03-01T16:51:50Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001387
dc.identifier.other Sivley_alatus_0004D_11688
dc.identifier.uri https://ir.ua.edu/handle/123456789/1853
dc.description Electronic Thesis or Dissertation
dc.description.abstract 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.
dc.format.extent 133 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Community college education
dc.title Developmental mathematics education: a study of remedial mathematics programs in Alabama community colleges
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Higher Education Administration
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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