| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000435430 |
| 005 | | 20200228095137 |
| 008 | | 200131s2018 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085789899 |
| 035 | |
▼a (MiAaPQ)AAI13858303 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 371 |
| 100 | 1 |
▼a Townsend, Jonathan. |
| 245 | 10 |
▼a Developmental Education Pathway Success: A Study on the Intersection of Adjunct Faculty and Teaching Metacognition. |
| 260 | |
▼a [S.l.]:
▼b University of Southern California.,
▼c 2018. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2018. |
| 300 | |
▼a 221 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-03, Section: A. |
| 500 | |
▼a Advisor: Samkian, Artineh. |
| 502 | 1 |
▼a Thesis (Ed.D.)--University of Southern California, 2018. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a There is an ubiquitous problem with developmental education in community colleges. In 2009-2010, the success rate for developmental English sequence completion in California Community Colleges was 45.4% (California Community Colleges Chancellor's Office, n.d.). The purpose of this project was to conduct a needs analysis of how to raise success rates in developmental English courses at one community college. One component of self-regulated learning (SRL), metacognition, is significantly correlated to increased academic performance. But do adjunct faculty, who teach over 75% of DE courses, teach metacognitive strategies to their students? Three research questions, utilizing the Clark and Estes (2008) KMO gap analysis framework, guided the needs analysis that addressed the knowledge, motivation, and organizational resources and solutions for adjunct faculty explicitly teaching metacognitive strategies in developmental English courses. A qualitative study was conducted of four adjunct instructors, employing observations, interviews, and document analysis. The emergent themes revealed that there were gaps in adjunct faculty knowledge of what metacognition is and how to teach it. Adjuncts desired more professional development on instructional topics as well as modeling from expert instructors. The largest barrier to adjunct participation was time-related, and alternative PD formats were suggested to accommodate this. Finally, adjunct faculty felt isolated from the organization, vulnerable within it, and desired more professional community. The study offers recommendations including creating a faculty mentor program, valuing metacognition's inclusion in DE, creating a plan to communicate this value clearly and frequently from all levels of the organization, and ensuring that its processes and structures are congruent with these values. |
| 590 | |
▼a School code: 0208. |
| 650 | 4 |
▼a Higher education. |
| 650 | 4 |
▼a Educational leadership. |
| 690 | |
▼a 0745 |
| 690 | |
▼a 0449 |
| 710 | 20 |
▼a University of Southern California.
▼b Education(Leadership). |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-03A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0208 |
| 791 | |
▼a Ed.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15490861
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1816162 |
| 991 | |
▼a E-BOOK |