Faculty Perceptions Regarding Developmental Education: A Phenomenological Study

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dc.contributor.advisorMartirosyan, Nara
dc.creatorHeckler-Todt, Glenna S.
dc.date.accessioned2019-12-13T15:48:13Z
dc.date.available2019-12-13T15:48:13Z
dc.date.created2018-12
dc.date.issued2018-10-24
dc.date.submittedDecember 2018
dc.date.updated2019-12-13T15:48:14Z
dc.description.abstractIn this study, a transcendental phenomenological approach was used to explore faculty members’ experiences with and perceptions of developmental education. This study was conducted at a small, open-access university in the Midwest and included the experiences and perspectives of faculty who teach developmental education courses, as well as those who teach non-developmental education courses at this university. Five non-developmental education faculty and four developmental education faculty were interviewed. The interviews were transcribed and a phenomenological reduction approach was used to analyze the data. Results from the analysis process were used to write a textural description of the non-developmental education and developmental education faculty’s experiences with developmental education. Faculty perceptions and experiences were compared to see if both faculty groups had a shared experience with developmental education.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.11875/2714
dc.language.isoen
dc.subjectDevelopmental education
dc.subjectTranscendental phenomenology
dc.subjectFaculty perceptions
dc.subjectDevelopmental mathematics
dc.subjectBasic writing
dc.subjectReading
dc.titleFaculty Perceptions Regarding Developmental Education: A Phenomenological Study
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Leadership
thesis.degree.grantorSam Houston State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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