Qualitative Analysis of Corequisite Instruction in a Quantitative Reasoning Course

Autor/in	Beamer, Zachary
Titel	Qualitative Analysis of Corequisite Instruction in a Quantitative Reasoning Course
Quelle	In: Inquiry, 24 (2021) 1, Artikel 4 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Required Courses; Developmental Studies Programs; College Mathematics; Community Colleges; Two Year College Students; College Faculty; Teaching Methods; Individualized Instruction; Direct Instruction; Data Use; College Instruction; Mathematics Instruction; Virginia + Suchen Sie Ihr Suchwort? Pflichtkurs; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Community college; Community College; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Hochschullehre; Mathematics lessons; Mathematikunterricht
Abstract	In corequisite models of instruction, marginally prepared students are placed directly into college-level coursework, taught with a paired support course. Initial research suggests that such models yield significant improvements in the number of students passing credit-level mathematics when compared to previous models of prerequisite remediation. The present study employs qualitative methods to investigate methods of instruction at one community colleges to understand how instructors identify and respond to student needs. It concludes with recommendations for practice and highlights advantages of small format corequisite classes taught by the same instructor. (As Provided).
Anmerkungen	Virginia Community College System. e-mail: info@vccs.edu; Web site: https://commons.vccs.edu/inquiry/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01