A STUDY OF FACULTY AND STUDENTS' PERCEIVED USE OF GOOD PRACTICES INSIDE AND OUTSIDE OF DEVELOPMENTAL MATHEMATICS CLASSROOMS

Date

2020-05-01T05:00:00.000Z

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Abstract

In this dissertation, which is written in a journal-ready format, results from three separate but related studies are reported. In the first study the extent to which developmental mathematics faculty (both full-time and adjunct) perceived they used the Seven Principles of Good Practice in Undergraduate Education was explored. Comparisons of median and boxplots indicated that most developmental mathematics faculty reported using most of the principles often or very often, but variability existed on several items. Active Learning items were the least implemented. In the second study comparisons were made between developmental mathematics faculty and their students at one community college on their reported use of the Seven Principles. Patterns observed in the confidence intervals indicated (a) consistent behaviors among students across classes and (b) incongruence among students and their teachers on most items. In the last study, the principle of Student-Faculty Contact was explored by examining how the use of electronic communication influenced the development of student-faculty relationships through the responses of students from one community college. Results indicated that (a) student initiated conversations were correlated to students’ Predicted Outcome Value, (b) instructor immediacy behaviors and students’ reasons for communicating were correlated, and (c) students’ reasons for communication was the largest predictor for students’ Predicted Outcome Value. Personal/Social, Clarification, Efficiency Reasons and Immediacy explained 33.9% of the variance in students’ Predicted Outcome Value. The β weight and structure coefficient suggested Personal/Social reasons was a possible suppressor.

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Education, Higher, Education, Mathematics

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