The Road Taken That Has Made All the Difference: A Narrative Inquiry of Student Engagement and Success in Butler Community College's Accelerated Learning Program in English

Autor/in	Nordman, Troy Douglas
Titel	The Road Taken That Has Made All the Difference: A Narrative Inquiry of Student Engagement and Success in Butler Community College's Accelerated Learning Program in English
Quelle	(2017), (152 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Nebraska - Lincoln
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-9925-4
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Two Year College Students; Learner Engagement; Acceleration (Education); College English; Success; Interviews; Personal Narratives; Academic Persistence; Influences; Student Attitudes; Educational Environment; Cooperative Learning; College Faculty; Teacher Student Relationship; Kansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Acceleration; Beschleunigung; Erfolg; Interviewing; Interviewtechnik; Erlebniserzählung; Influence; Einfluss; Einflussfaktor; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kooperatives Lernen; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The purpose of this dissertation was to investigate whether students who completed the accelerated learning program (ALP) in English at Butler Community College in fall 2016 perceived a three-part, structured approach to the course as having been a significant factor to their persistence and successful completion of the course. These perceptions were gathered during the spring 2017 semester through one-on-one, face-to-face interviews with 12 students from the fall 2016 cohort. Utilizing the conceptual framework of narrative inquiry proposed by Clandinin (2006) allowing the individual student narratives to weave a common, thematic context, this study examined the specific factors associated with the three-part strategic structure students perceived as having been critical to their success. Using both deductive and inductive analyses, the study did reveal relevant linkages between the three-part structural approach--a guided, co-requisite course design, AVID high engagement strategies, and focused tutoring support--and student perceptions. Moreover, additional factors emerged during the inductive process emphasizing the influence of the ALP learning environment on student success. These added factors included the formation of highly-engaged, collaborative learning communities among students and instructors as well as instructor support of student non-cognitive issues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01