RESEARCH PLAN OVERVIEW-31

Deborah Davis

July 29, 2015

Research Plan Overview – Stage 3

EDUC 817-D02-LUO

Dr. R. Tierce

Research Plan Overview

Name: Deborah R. Davis

Stage of Completion: Stage 3 (with corrections to Stage 1 and 2)

  1. Introduction
  2. Problem statement

1.A majority of students matriculating to college are assigned to remedial English, usually as a result of some form of entrance exam(Cooper, 2014). Bahr (2013) notes that “students who begin the sequence but do not complete it are disproportionately unfavorable” (p. 171).

  1. Bahr, P. (2013). The Aftermath of remedial math: Investigating the low rate of certificate completion among remedial math students.Res High Educ Research in Higher Education,54(171), 171-200. doi:10.1007/s11162-012-9281-4.
  2. Cooper, K. J. (2014). Remedial rescue.Diverse Issues in Higher Education,31(18), 14-15.
  1. Because so many students enter[RT1]college unprepared, educators need to know how to address their needs, engage them in their own education, and stimulate their own desire to complete their programs. In doing so, the students are better at learning and can be more productive citizens. Research shows those who leave “education with poor formal qualifications earn significantly less and face significantly higher unemployment probabilities” (Holmlund & Silva, 2014, p. 127). Unfortunately, “students who pass a developmental education course often do not enroll in the next level course” (Collins, 2013, p. 89).
  2. Collins, M. L. (2013). Discussion of the joint statement of core principles for transforming remedial education. Journal of College Reading and Learning, 44(1), 84-94.
  3. Holmund, H., and Silva, O. (2014). Targeting noncognitive skills to improve cognitive outcomes: Evidence from a remedial education intervention. Journal Of Human Capital, 8(2), 126-160.
  4. The problem of this study is students who desire more education but are not prepared for the academic rigor of college[RT2]. Assigning them to remedial cousework only helps some students (Bahr, 2013). Remedial coursework provided to these students may not keep them engaged through completion of the course, much less their individualdegree or certification program (Martinez & Bain, 2014).
  1. Purpose
  2. The purpose of this study is to understand student perceptions of their own assignment to remedial English and determine how to facilitate these students’ desire for more education while preparing them for the academic rigor of college to enhance completion of both the remedial coursework and their individual degree or certification programs[RT3].
  3. General[RT4] research questions
  4. How do students define their assignment to remediation?
  5. How dostudent[RT5] believe educators can bes[RT6] encourage students through remediation and into their individual degree or certificate programs?
  6. How do students feel perceive educators can bestdetermine what is needed for students to complete remediation and their individual degree or certificate programs?
  7. Research Plan
  8. This will be a qualitative study using interviews and questionaires[RT7] of freshman students who have been assigned to remedial English. The questions will focus on the following: students’ perspective on remedial English as a course requirement; how they feel about their own assignment to the course;whether they completed the course and why they did or did not; and whether or not they completed their individual degree or certificate program.
  9. A[RT8] qualitative study allows the issue of concern to be explored and provides for a detailed understanding of a complex issue (Creswell, 2013). The assignment to remedial English is a direct result of an entrance exam, but students frequently are unsuccessful at completing remediation and their program of study (George, 2010). If being assigned to remediation can aid the student to prepare for the rigor of college academics, then a qualitative study can aid in understandingabout how students assigned to remedial English feel about the assignment process and why so many are not successful at completing remediation or their individual degree or certificate program.
  1. Review[RT9] of related literature
  2. Theoretical Framework and Worldview[RT10]
  3. Methodological – The views of college students and their perspectives on assignment to remedial English are included in the study. The logic followed will be from inductive, shaped by the responses of the participants during the research process (Creswell, 2013).
  4. Social Constructivism – This reseach[RT11] seeks to understand the world in which the researcher works as shaped by the experience of the research participants. The subjective meanings of the students’ interpretations are at the heart of the research, and to garner the complexity of views is the greater intent (Creswell, 2013).
  5. Important Thinkers/experts/theorists in this field
  6. Bideaud, J. (2001). Forms of constructivism, cognitive development and number learning.Prospects,31(2), 175-185. doi:
  7. Provides a basic analysis of constructivism as applied to learning skills.
  8. The construction of a hierarch of learning is thoroughly explained as is its applicability to the learning of any skill.
  9. Drawbacks of constructivism as applied to innate learning patterns are enunciated and explored.
  10. DeLuca, G. (2002). Dialogue on writing : Rethinking ESL, basic writing, and first-year composition. Mahwah, N.J., Routledge
  11. Provides descriptive analysis of methodology for affecting change within remedial English environment.
  12. Gives insight and guidance regarding characteristics of students and engaging them to the process.
  13. Hynes, L. (1955). Morale in remedial English. College Composition and Communication, 6(2), 100-103.
  14. This work is foundational as to the pertinent issue of studnets perception of remedial English, and reflects the consistency of the problem through the years.
  15. Citation within current work indicates the foundational nature of this article. The fact that it is drawn from a regional four-year university comparative to the one in the study is a bonus.
  16. Rauff, J. V. (1994). Constructivism, factoring, and beliefs. School Science and Mathematics, 94(8), 421.
  17. Presents that inherent beliefs of the individuals are causative factors in the requirement for remediation of student learning.
  18. Posits a perspective of constructivism in the classroom to change these foundational belief systems.
  19. Shaughnessy, M. (1977). Errors and expectations : A guide for the teacher of basic writing. New York, NY: Oxford University Press.
  20. Presents a foundational method of overcoming errors through writing coursework.
  21. Repeatedly referenced in journal articles on methods of remediation in English writing courses.
  22. Related Research
  23. Bahr, P. (2012). Deconstructing remediation in community colleges: Exploring associations between course-taking patterns, course outcomes, and attrition from the remedial math and remedial writing sequences. Res High Educ, 53, 661-693. doi:10.1007/s11162-011-9243-2
  24. Summary – A study defining parameters of California College students assigned to remedial English and math courses, sorting them into low-skill and high-skill students and measuring attrition rates accordingly.
  25. Key Descriptors -- Community College, Remediation , Remedial, Developmental Math, Writing, Behavior
  26. Donalson, K., and[RT12] Halsey, P. (2013). Adolescent readers’ perceptions of remedial reading classes: A case study. Reading Improvement, 50(4), 189-198.
  27. Summary – The surprise that students had to take a developmental class changed their perceptions about themselves, and by and large, they felt defeated even before coursework began (Donalson & Halsey, 2013).
  28. Key Descriptors – Remedial Reading Teaching; Struggling Readers; Learning Strategies; LanguageLanguages -- Study & Teaching; Linguistics -- Study & Teaching; CaseStudies
  29. Hollander, P. (2010). Finding "sponsorship" in the academy: Three case studies of first-year writing students.Journal Of College Reading And Learning,41(1), 29-48.
  30. Summary – Focused on a belief that education is empowered through social constructivism, this article presents case studies of students focused on “their general literacy background and specifically about the writing they had done” (Hollander, 2010, p. 36).
  31. Key Descriptors -- Constructivism (Learning); Basic Writing; Case Studies; Interviews; College Freshmen; Writing Instruction; Self Concept; Discourse Analysis; Student Attitudes; Academic Discourse; Remedial Instruction
  32. Howell, J. (2011). What influences students’ need for remediation in college? Evidence from California. The Journal of Higher Education. 82(3), 292-318.
  33. Summary – Influences from family, friends, teachers, peers, and schools are evaluated as to the effect on students enrolling in college and requiring remedial coursework. The influence of secondary school racial composition is considered as a factor also. The study focuses on school systems with open enrollment, therefore not restricted to prior grade or placement achievements. The study finds statistically significant impacts of secondary teacher education levels as offset to remediation placement requirements.
  34. Key Descriptors – Remediation, Placement Tests, Open Enrollment, Regression Models Design, Relationship to High School Teachers’ Education
  35. McCormick, J., Hafner, A., and[RT13] Saint-Germain, M. (2013). From high school to college: Teachers and students assess the impact of and expository reading and writing course on college readiness. Journal of Educational Research and Practice, 3(1), 30-49.
  36. Summary – The ability to comprehend complex text is targeted as the primary factor in college readiness. The comprehension of sythensizing and analyzing higher level text is representative of higher level thinking as needed at college. Training teachers in explository reading and writing courses (ERWC) has led to greater efficacy in student readiness among those teachers’ students.
  37. Key Descriptors – Academic literacy, College, Common core state standards, Effective practices in literacy instruction, Readiness, Remediation, Reading and writing rhetorically
  38. Moss, B., Kelcey, B., and[RT14] Showers, N. (2014). Does college composition matter? College classrooms as moderators of developmental education effectiveness. Community College Review. 42(2), 201-220.
  39. Summary – A study of 3,429 community college students in 223 classrooms provided data for analysis on success at the developmental coursework and then at the freshman college English course. Results showed the importance of full-time faculty, greater numbers of developmental students in the classrooms, and direct placement to freshman level courses following the class.
  40. Key Descriptors – Classroom Composition, Developmental Education, Student Success, Regression Discontinuity Design, Remediation
  41. Pagan, R. and[RT15] Edwards-Wilson, R. (2003). A Mentoring Program for Remedial Students. Journal of College Student Retention.4(3), 207-226.
  42. Summary – A study of 53 students in jeopardy who were mentored through the semester following a semester that put them at-risk for academic failure.
  43. Key Descriptors – At-Risk, Mentoring, Remediation, Developmental, Attrition, Motivation
  44. Proctor, C., Daley, S., Louick, R., Leider, C., & Gardner, G. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences, 36, 76-83.
  45. Summary – Using student self-reports to study efficacy and engagement among those assigned to a remedial English program.
  46. Key Descriptors -- Motivation; Disability; English language learner; Engagement; Reading comprehension
  47. Sax, V. (2015). Game plan for success--A case study. Research & Teaching In Developmental Education, 31(2), 61-63.
  48. Summary – Using athletic coaching techniques within developmental math, reading, or writing to enhance “increases were seen in students’ understanding of the expectations and rigor of college level work, awareness of their individual academic hurdles and strategies to overcome them, comfort with approaching and speaking to faculty, and confidence in their ability take charge of their academic career” (Sax, 2015, p. 62).
  49. Key Descriptors – Developmental studies programs; College teaching; Educational accountability; Universities & colleges -- Curricula; Semester system in education; Colleges, Universities, and Professional Schools
  50. Shaw, D. (2014). Rethinking remediation for college students: Using preservice education students in connection with high school AP classes. New England Reading Association Journal 50(1), 38-43.
  51. Summary – Remedial students were at-risk for drop out before being placed in remediation, and are more at-risk after being placed in remediation. Fast-start, gateway, and boot camp programs prior to entrance reduce remediation requirements, and enhance retention.
  52. Key Discriptors – Remediation, AP classes, Preserive education students, Drop out, Support systems, Gateway programs
  53. Methods
  54. Design (approach) and Rationale
  55. This study will use a collective case study design.[RT16]
  56. As thisThis study is towill[RT17]“explore an issue or problem using the case as a specific illustration”(Creswell, 2013, p. 97)where the issue or problem is assignment to remedial English;this [RT18]is the basic tenet of case study research. The assignment is bounded by the timeframe of assignment to remedial English during the fall term 2008 and the outcome within five years of that assignment, and the place of the pseudonomonously named University of the Foothills of Appalachian (UFA). The case study is collective in that it presents “multiple case studies to illustrate the issue” (Creswell, 2013, p. 99).
  57. Data collection is largely anticipated to [RT19]be surveys and interviews with data analysis to verify understanding and provide background.
  58. Data analysis will include statements and meaningful units of expression, to grasp the “different perspectives on the problem” (Creswell, 2013, p. 100).
  59. The intent is to focus on the impact of the assignment to remedial English on the students – drop out rather than take remedial; take remedial and fail the course and drop out at that time; take remedial and fail the course but retake and succeed; take remedial and having successfully completed it continue in college education but drop out later; take remedial and having successfully completed it continue to end of certificate or degree program. These possible outcomes will be analyzed using a within-case analysis as well as cross-case analysis.
  60. The outcome is to be a greater understanding of the consequences of assignment to remedial English, that is: what lessons can be learned from the case.
  61. Site
  62. University of the Foothills of Appalachia (UFA)[RT20]
  63. Small university in rural location in the foothills of Appalachia in southern Ohio[RT21]
  64. About 4,500 students attend UFA in any given year. This university provides a diversity of Certificate, Associate, Baccalaureate, and Masters programs. Open enrollment means the schooling is available to all who apply. Moderate tuition ($6000+/- for full time) and extensive financial aid encourage all members of the community to matriculate.
  65. The school is a regional state university nestled in the foothills of Appalachia on the banks of the Ohio River. The campus itself is a jewel in an aging crown of industry. Once a thriving community at a junction of transportation and manufacturing, the historic 1937 flood falling in the footsteps of the depression drove this town into poverty. Now, pockets of beauty and calm are encircled by nests of drug activity. Construction of a highway bypass is in progress that will further isolate this community. The school and the hospitals are the largest employers in the area, but the people who call this place home work desparately to claim it from the druggies.
  66. Participants
  67. A minimum of five participants are needed for this study, a maximum of ten.[RT22]
  68. Students are approached based on when they were selected for remedial English (2008), and further selected based on alignment to the potential five outcomes of assignment to remedial English.
  69. Chose not to attend school because of assignment to remedial English (CAT I).
  70. Took remedial English in fall of 2008 and would have been required to take again and chose not to attend school following that term (CAT II).
  71. Took remedial English in fall of 2008 and was required to take it again and did so successfully (CAT III).
  72. Took remedial English in fall of 2008 and passed the course but failed to complete certificate or degree program within five years thereafter (CAT IV).
  73. Took remedial English in fall of 2008 and passed the course and successfully completed certificate or degree program within five years thereafter (CAT V).
  74. Participants are expected to be between 18 and 40 years at time of assignment to remedial English, males and females are both considered for this study, commuters and residential students are considered also.
  75. Role[RT23] of Researcher or Personal biography
  76. Liberty Student
  77. Adjunct Professor of English
  78. A military retiree who moved to the area to attain a sustainable farming environment, regain my health, and homeschool my son, I found myself with free time when my son started college work at age thirteen and I had to wait for him to finish classes. Loitering on the campus, I became acquainted with the Director of Composition, who invited me to become and adjunct instructor of English composition. I did so. As I taught, I learned about, and was appalled by, the huge percentage of students who required remedial English before being eligible for freshman composition. A curriculum analysis done as part of my thesis for the Masters of Education program there led me to want to know more about how these students react to the assignment to remediation. The school’s transition to semesters in 2007 and revamp of all class curriculum gives a pertinent window of opportunity to study the consequence of assignment.
  79. My heart for these students is engaged in this process. I truly believe that God has called me to this place at this time for this purpose. I bring a world-wide experience to students who have often never left their surrounding counties. If, in my service to my Lord and Savior, I can provide a Christian worldview in an increasingly secular society, I will share it whenever and wherever I can.
  80. Data[RT24] Collection
  81. Survey
  82. “Surveys are one of the most frequent modes of observation and measurement” (Sinkowitz-Cochran, R. L., 2013, p. 1159).
  83. Sinkowitz-Cochran, R. L. (2013). Survey Design: To Ask or Not to Ask? That is the Question. Clinical Infectious Diseases: An Official Publication Of The Infectious Diseases Society Of America, 56(8), 1159-1164. doi:10.1093/cid/cit005
  84. Using records collected from UFA, students assigned to remedial English in fall 2008 will be contacted to request participation in the study. The survey will allow for general categorization of students into the four categories outlined above and identified as CAT-I-V).
  85. Interview
  86. In depth interviews are required to identify the solid description and specific themes of a case (Creswell, 2013).
  87. Creswell, J. (2013) Qualitative inquiry & research design: Choosing among five approaches. Los Angeles, Sage Publications
  88. Using interviews with individuals whose cases are categorized by the survey, the participants understanding of their placement in remedial English will be explored, as well as their perspective in recollection and in reference to their current situations.
  89. Follow-up interview
  90. In order to provide maximum variation sampling any queries to theme or consequence that arise in the interview process may lead to follow-up interviews (Creswell, 2013).
  91. Creswell, J. (2013) Qualitative inquiry & research design: Choosing among five approaches. Los Angeles, Sage Publications
  92. These follow-up interviews will help to determine details about the students’ reactions to placement in remedial English
  93. Documents[RT25]
  94. Records from UFA will allow for general description of the percentages of students assigned to remedial English, passage rates of the course, re-enrollment rates of the students who did not pass, and certificate or degree program completion rates.
  95. Privacy of student information is paramount. Documents must be protected to prevent identification of students and public distribution of the individual information .

References[RT26]