RESEARCH PLAN OVERVIEW-21

Deborah Davis

July 22, 2015

Research Plan Overview – Stage 2

EDUC 817-D02-LUO

Dr. R. Tierce

Research Plan Overview

Name: Deborah R. Davis

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

  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. With so many students entering 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 xognitive outcomes: Evidence from a remedial education intervention. Journal Of Human Capital, 8(2), 126-160.
  4. The problem for this study is many students who want more education are not prepared for the academic rigor of college. Assigning them to remedial cousework only helps some students. Remedical coursework provided to these students may not keep them engaged through completion of the course, much less their individualdegree or certification program.
  1. Purpose
  2. The purpose of this study is to pinpoint student perceptions of their own assignment to remedial English and determine what works to aid them in success among both remedial coursework and their individual degree or certification program.
  3. General research questions
  4. How would students define their assignment to remediation?
  5. What can educators do to encourage students through remediation and into their individual degree or certificate program?
  6. How do educators determine whether students will complete remediation and their individual degree or certificate program?
  7. Research Plan
  8. Qualitative study -- This study will be conducted in a qualitative manner using interviews and questionaires of freshman students who have been assigned to remedial English. The questions will focus on the 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 qualitative study allows the issue of concern to be explored and provide for a detailed understanding of a complex issue (Creswell, 2013). The assignment to remedial English is a direct result of an entrance exam, but the consequence of that assignment may be an aid to a student who needs the additional instruction, or a burden to the student whose high school work had indicated college readiness. Using qualitative study methods, there can be insight gained how students assigned to remedial English feel about the assignment process and the consequences (good and bad) of that assignment.
  1. Review of related literature
  2. Theoretical Framework
  3. Methodological – The views of college students and their perspectives on assignment to remedial English are included in the study. It is anticipated that the logic followed will be from inductive, shaped by the responses of the participants during the research process (Creswell, 2013).
  4. Constructivism – This reseach seeks to understand the world in which the researcher works. 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 of
  6. DeLuca, G. (2002). Dialogue on writing : Rethinking ESL, basic writing, and first-year composition. Mahwah, N.J., Routledge
  7. Provides descriptive analysis of methodology for affecting change within remedial English environment.
  8. Gives insight and guidance regarding characteristics of students and engaging them to the process.
  9. Hynes, L. (1955). Morale in remedial English. College Composition and Communication, 6(2), 100-103.
  10. 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.
  11. 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.
  12. Shaughnessy, M. (1977). Errors and expectations : A guide for the teacher of basic writing. New York, NY: Oxford University Press.
  13. Presents a foundational method of overcoming errors through writing coursework.
  14. Repeatedly referenced in journal articles on methods of remediation in English writing courses.
  15. Related Research
  16. 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
  17. 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.
  18. Key Descriptors -- Community College, Remediation , Remedial, Developmental Math, Writing, Behavior
  19. Howell, J. (2011). What influences students’ need for remediation in college? Evidence from California. The Journal of Higher Education. 82(3), 292-318.
  20. 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.
  21. Key Descriptors – Remediation, Placement Tests, Open Enrollment, Regression Models Design, Relationship to High School Teachers’ Education
  22. McCormick, J., Hafner, A., and 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.
  23. 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.
  24. Key Descriptors – Academic literacy, College, Common core state standards, Effective practices in literacy instruction, Readiness, Remediation, Reading and writing rhetorically
  25. Moss, B., Kelcey, B., and Showers, N. (2014). Does college composition matter? College classrooms as moderators of developmental education effectiveness. Community College Review. 42(2), 201-220.
  26. 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.
  27. Key Descriptors – Classroom Composition, Developmental Education, Student Success, Regression Discontinuity Design, Remediation
  28. Pagan, R. and Edwards-Wilson, R. (2003). A Mentoring Program for Remedial Students. Journal of College Student Retention.4(3), 207-226.
  29. 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.
  30. Key Descriptors – At-Risk, Mentoring, Remediation, Developmental, Attrition, Motivation
  31. 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.
  32. Summary – Using student self-reports to study efficacy and engagement among those assigned to a remedial English program.
  33. Key Desciptors -- Motivation; Disability; English language learner; Engagement; Reading comprehension
  34. 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.
  35. 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.
  36. Key Discriptors – Remediation, AP classes, Preserive education students, Drop out, Support systems, Gateway programs
  37. Methods
  38. Design (approach) and Rationale
  39. This study will use a phenomenological design.
  40. As this study is to draw on “the common meaning for several individuals of their lived experience of”(Creswell, 2013, p. 76)assignment to remedial English, which is the basic tenet of of phenomenological study.
  41. Data collection is largely anticipated to be surveys and interviews.
  42. Data analysis will include statements and meaningful units of expression, to grasp the “what” and “how” of the experience.
  43. The intent is to focus on the impact of the assignment to remedial English on the students – Do they quit? Do they try and fail? Do they try and succeed? Do they complete their program of study?
  44. Site
  45. University of the Foothills of Appalachia (UFA)
  46. Small university in rural location in the foothills of Appalachia in southern Ohio
  47. 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.
  48. 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 workdesparately to claim it from the druggies.
  49. Participants
  50. A minimum of four participants are needed for this study, a maximum of eight.
  51. Students are approached based on when they were selected for remedial English in fall of 2008, and further selected based on alignment to the potential four outcomes of assignment to remedial English.
  52. 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.
  53. Role of Researcher or Personal biography
  54. Liberty Student
  55. Adjunct Professor of English
  56. 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 number 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.
  57. 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.

References

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

Bahr, P. (2013). The aftermath of remedial math: Investigating the low rate of vertificatevompletion among temedialmath dtudents.Res High Educ,54(171), 171-200. doi:10.1007/s11162-012-9281-4.

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.

Cooper, K. J. (2014). Remedial rescue.Diverse Issues in Higher Education,31(18), 14-15.

Creswell, J. (2013) Qualitative inquiry & research design: Choosing among five approaches. Los Angeles, Sage Publications

DeLuca, G. (2002). Dialogue on writing : Rethinking ESL, basic writing, and first-year composition. Mahwah, N.J., Routledge

Holmlund, 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.

Howell, J. (2011). What influences students’ need for remediation in college? Evidence from California. The Journal of Higher Education. 82(3), 292-318.

Hynes, L. (1955). Morale in remedial English. College Composition and Communication, 6(2), 100-103.

McCormick, J., Hafner, A., and 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.

Moss, B., Kelcey, B., and Showers, N. (2014). Does college composition matter? College classrooms as moderators of developmental education effectiveness. Community College Review. 42(2), 201-220.

Pagan, R. and Edwards-Wilson, R. (2003). A mentoring program for remedial students. Journal of College Student Retention 4(3), 207-226.

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.

Shaughnessy, M. (1977). Errors and expectations : A guide for the teacher of basic writing. New York, NY: Oxford University Press.

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.

Research Plan Overview Stage 2 Grading Rubric

Student: Deborah Davis

Criterion / Points Possible / Points Earned / Instructor Comments
Keeps headings in correct order when cutting and pasting previous writing / 3
Replaces red directions with pertinent information / 3
Citations in section 2 and on reference page are written in APA format / 6
Methods includes information about all outline areas / 6
Methods uses clear and concise words / 9
Methods does NOT include lengthy sentences but includes enough to prompt detailed writing when the outline is turned into the final Research Prospectus / 9
The review of related literature includes information about all outline areas / 6
The introduction, review of related literature theory and research sections depict the author’s growing understanding of these areas / 9
All elements (including title and reference page) are edited precisely for grammar, spelling, punctuation, and 6th edition APA format / 9
Total / 60

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