Developmental studies and learning support programs at state-supported colleges and universities in Georgia
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| Publicado en: | ProQuest Dissertations and Theses (1998) |
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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 | 304432272 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 978-0-599-06718-9 | ||
| 035 | |a 304432272 | ||
| 045 | 0 | |b d19980101 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a Dawkins, William Floyd | |
| 245 | 1 | |a Developmental studies and learning support programs at state-supported colleges and universities in Georgia | |
| 260 | |b ProQuest Dissertations & Theses |c 1998 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a The major purpose of this study was to determine whether there were significant differences between the perceptions of selected administrators and those of faculty toward developmental studies and learning support programs at the state-supported colleges and universities in the state of Georgia. A questionnaire describing the objectives, organizational structures, and instructional practices of developmental studies and learning support programs was developed. After evaluation by a national panel of educators, the questionnaire was sent to the chief academic officer, developmental studies/learning support coordinator, and two faculty members at every institution within the University System of Georgia, with the exception of the Medical College of Georgia. The sub-hypotheses were analyzed descriptively and tested using the Chi-square Goodness-of-Fit Test. In this study, no significant differences were found between the perceptions of administrators and those of faculty toward the developmental studies and learning support programs at the state-supported colleges and universities in the state of Georgia. The following conclusions, which are based on the findings of this study, may have applicability in situations comparable to those found in this research: (1) Administrators and faculty are in general agreement with regard to their perceptions of the current and ideal objectives of developmental studies and learning support programs. (2) Administrators and faculty are in general agreement with regard to their perceptions of the current and ideal organizational structures of developmental studies and learning support programs. However, there is some variation in response between the two groups and within the two groups with regard to developmental studies and learning support programs existing in an integrated fashion spread within the various divisions as either a current or ideal organizational structure. The two groups also have significantly different perceptions regarding the use of standardized exit tests that demonstrate appropriate competencies for program exit as a current organizational structure. (3) Administrators and faculty are in general agreement with regard to their perceptions of the current and ideal instructional practices of developmental studies and learning support programs. However, the two groups have clearly divergent perceptions regarding faculty/student ratios as an ideal instructional practice. | |
| 653 | |a Higher education | ||
| 653 | |a Curricula | ||
| 653 | |a Teaching | ||
| 653 | |a School administration | ||
| 653 | |a Public administration | ||
| 653 | |a Educational administration | ||
| 653 | |a Curriculum development | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (1998) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/304432272/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/304432272/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |