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001 ocn902735286;

003 OCoLC;

005 20150728094449.0;

006 m o d ;

007 cr bn|||||||||;

008 150204s2014 ncu ob 000 0 eng d;

035 a| (Sirsi) o902735286;

035 a| (OCoLC)902735286;

049 a| EREE;

090 a| LB2331.2;

100 1 a| Miller, Tabitha R.,e| author.?| UNAUTHORIZED;

245 14 a| The students' voices in developmental education /c| by Tabitha R. Miller.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2014.;

300 a| 178 pages;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 0.73Mb2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ph.D.c| East Carolina Universityd| 2014.;

500 a| Presented to the faculty of the Department of English.;

500 a| Advisor: William P. Banks.;

500 a| Title from PDF t.p. (viewed March 30, 2015).;

520 3 a| This dissertation explores community college students' perceptions and assumptions about developmental education in writing classrooms. The study focuses on students who have taken at least one developmental writing class at a two-year college, with an interest in those who chose not to continue their educational goals. The study uses grounded theory within an inductive framework; data was collected utilizing focus groups and interviews. While many studies have been conducted in the Developmental Education field, very few have centered on the voices of students. Current discussions across the nation about the fate of developmental writing education classes in higher education warrant a closer look not only at what is being done from an educator's standpoint, but also what students think about the knowledge and skills they have acquired in developmental writing classes. Specifically, this study has been guided by the question: How do students in developmental writing classes at a rural two-year college in North Carolina perceive the value of course content and instruction? This qualitative study of a single site develops a research heuristic that can be replicated in additional sites in order to better understand the complexities of developmental education as seen from the point of view of students. Overall, this study discovered knowledge that will assist faculty and administrators as they are challenged to redesign current developmental writing educational practices.;

504 a| Includes bibliographical references.;

650 0 a| Basic writing (Remedial education)=| ^A415246;

650 0 a| Composition (Language arts)=| ^A228800;

650 0 a| Community college studentsx| Attitudes.=| ^A250270;

650 0 a| Academic achievement.=| ^A8828;

653 a| Curriculum development;

653 a| Education;

653 a| Rhetoric;

700 1 a| Banks, William P.q| (William Paul),e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of English.=| ^A641948;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4666;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3716380;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3716380-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 2/4/2015x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3716380-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 2/4/2015x| ETDz| HERESOURCE;

The students' voices in developmental education / by Tabitha R. Miller.

Author/creator	Miller, Tabitha R. author.
Other author	Banks, William P. (William Paul), degree supervisor.
Other author	East Carolina University. Department of English.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2014.
Description	178 pages
Supplemental Content	Access via ScholarShip
Subjects	Basic writing (Remedial education) Composition (Language arts) Community college students--Attitudes. Academic achievement.

Summary	This dissertation explores community college students' perceptions and assumptions about developmental education in writing classrooms. The study focuses on students who have taken at least one developmental writing class at a two-year college, with an interest in those who chose not to continue their educational goals. The study uses grounded theory within an inductive framework; data was collected utilizing focus groups and interviews. While many studies have been conducted in the Developmental Education field, very few have centered on the voices of students. Current discussions across the nation about the fate of developmental writing education classes in higher education warrant a closer look not only at what is being done from an educator's standpoint, but also what students think about the knowledge and skills they have acquired in developmental writing classes. Specifically, this study has been guided by the question: How do students in developmental writing classes at a rural two-year college in North Carolina perceive the value of course content and instruction? This qualitative study of a single site develops a research heuristic that can be replicated in additional sites in order to better understand the complexities of developmental education as seen from the point of view of students. Overall, this study discovered knowledge that will assist faculty and administrators as they are challenged to redesign current developmental writing educational practices.
General note	Presented to the faculty of the Department of English.
General note	Advisor: William P. Banks.
General note	Title from PDF t.p. (viewed March 30, 2015).
Dissertation note	Ph.D. East Carolina University 2014.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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