Systematic evaluation and institutional satisfaction with the results of developmental education programs in two year colleges
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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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| 001 | 304432985 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 978-0-591-86622-3 | ||
| 035 | |a 304432985 | ||
| 045 | 0 | |b d19980101 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a Travis, William John | |
| 245 | 1 | |a Systematic evaluation and institutional satisfaction with the results of developmental education programs in two year colleges | |
| 260 | |b ProQuest Dissertations & Theses |c 1998 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a This study was designed to determine the composition of developmental education programs at two-year colleges today, the use of systematic evaluation of those programs, the relationship between selected factors and the institutions' satisfaction with their programs, and any changes in thess relationships over a ten year period. The study replicates a portion of a National Center for Developmental Education study of developmental programs as of 1986. A version of their survey instrument was sent to 47 two-year colleges that currently offer both transfer and terminal associate degrees and that participated in the earlier study. To determine the relationships, this study uses 2 x 2 frequency tables and compares the observed percentage of responses in each category to the expected percentages. The Pearson chi-square statistic was used to determine significant relationships (p $<$.005). The study determined that use of systematic evaluation of developmental education programs has increased, but that the majority of two-year institutions still do not evaluate their programs. It determined there is a relationship between the institutions' satisfaction with their programs and the following factors: a written statement of purpose; professional development for administrators; a comprehensive program; conducting curriculum evaluation; and conducting systematic evaluation. Professional development was found to have a significant relationship. The study determined that five factors were associated with programs changing from "not satisfactory" in 1986 to "satisfactory" in 1996: a written statement of purpose; tutoring, counseling/advising, a comprehensive program; and curriculum evaluation. The study recommends five steps that administrators at two-year schools can take to ensure the composition of their developmental education program is similar to that of institutions reporting satisfaction with the results of their programs. These steps are: (1) develop and publish a written statement of purpose for the program; (2) provide professional development and training opportunities for program administrators; (3) formally evaluate tutoring and counseling/advising services; (4) formally evaluate the developmental education curriculum; and (5) provide a comprehensive developmental education program. | |
| 653 | |a Higher education | ||
| 653 | |a Community colleges | ||
| 653 | |a Community college education | ||
| 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/304432985/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/304432985/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |