Date of Award
PhD Higher Education Leadership, Management, Policy
Education Leadership, Management and Policy
Eunyoung Kim, Ph.D.
Christopher Tienken, Ed.D.
Bette Simmons, Ed.D.
Gerard Babo, Ed.D.
remedial, differentiation, developmental
This study determined and assessed the perceptions of both students and teachers on the best approaches to remedial education. Although much of the research in the remedial education field has used quantitative approaches to determine the impact of taking remedial classes on academic outcomes, qualitative research has been less extensively used but offers a better understanding of why students do not remediate successfully. While remedial programs work well when students successfully complete remedial courses, students often fail to complete them. Therefore, it is important to understand why remedial programs sometimes succeed but so often fail. Based on the Grubb and Gabriner (2013) triangle of instruction and modifying this triangle in the context of research by Cox (2009) and Jenkins (2011), this qualitative study sought to develop an understanding of students’ taking remedial courses and teachers’ perspectives on teaching remedial courses by taking a multipronged data collection approach. The research questions in this study were used to determine how faculty and students describe the effective teaching methods conducive to successful student learning. This case-study approach included classroom-based observations of teaching methods, student attitudes, and interviews of both teachers and students. The interview topics included how students learn best from the perspective of both teachers and students. More specifically, the sample for individual interviews consisted of 12 students and two teachers participating in remedial courses at one urban East Coast community college.
Accurso-Salguero, Jessica, "Differences in Remedial Pedagogy Approaches Between Teachers and Students" (2016). Seton Hall University Dissertations and Theses (ETDs). 2139.