Developmental education practices in Alabama's public two-year institutions
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| Publicado en: | ProQuest Dissertations and Theses (1997) |
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ProQuest Dissertations & Theses
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 304363024 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 978-0-591-84218-0 | ||
| 035 | |a 304363024 | ||
| 045 | 0 | |b d19970101 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a Love, Thalia Faye | |
| 245 | 1 | |a Developmental education practices in Alabama's public two-year institutions | |
| 260 | |b ProQuest Dissertations & Theses |c 1997 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a Many institutions have developed courses designed to assist students who are underprepared for college to acquire the necessary skills to be successful. In addition to these skills, students in developmental programs have been shown to need additional services in order to achieve success at the same rates as students admitted into the regular curriculum. This study examines the practices being implemented by developmental education programs in Alabama's public two-year institutions. The study also examines whether the practices used were perceived to be appropriate for the implementation of a successful developmental education program. A thorough analysis of the literature revealed that there were accepted program practices for the implementation of successful developmental education programs. However, there had been no study to determine if two-year institutions in Alabama are using these practices or whether developmental education program directors perceive these practices as appropriate for implementation of developmental education programs. The purposes of this study were to determine what specific practices are used to implement developmental education programs in Alabama's public two-year institutions, to determine if directors of developmental education programs perceive that the practices identified in the literature are appropriate, and to determine if there is a statistically significant relationship between program directors' perceptions regarding the appropriateness of practices and the use of those practices. The hypothesis developed to guide this study states that there will be no relationship in the perceptions of developmental education program directors in Alabama two-year colleges regarding the practices that are used in their programs and the appropriateness of the same practices. Findings were that developmental education program directors report that they use a majority of the practices indicated by the literature as being appropriate. Findings also indicate that the majority of the practices used in developmental education programs are perceived to be appropriate. The study also includes recommendations for further study and implications for decision making. | |
| 653 | |a Adult education | ||
| 653 | |a Continuing education | ||
| 653 | |a Community colleges | ||
| 653 | |a School administration | ||
| 653 | |a Educational administration | ||
| 653 | |a Community college education | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (1997) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/304363024/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/304363024/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |