debdavis.pbworks.comdebdavis.pbworks.com/w/file/fetch/98776726/DavisD-RP… · Web viewPragmatism – This research seeks to understand the world in which the researcher works as

Running head: RESEARCH PLAN OVERVIEW-4 1

Deborah Davis

August 4, 2015

Research Plan Overview – Stage 4

EDUC 817-D02-LUO

Dr. R. Tierce

RESEARCH PLAN OVERVIEW-4 2

Research Plan Overview

Name: Deborah R. Davis

Stage of Completion: Stage 4 (with corrections to Stage 1, 2 and 3)

I. Introduction

A. Problem statement

1. A majority of students matriculating to college are assigned to remedial

English, usually as a result of some form of entrance exam (Cooper,

2014). Bahr (2013) notes that the numbers of “students who begin the

sequence but do not complete it are disproportionately unfavorable” (p.

171).

a. Bahr, P. (2013). The Aftermath of remedial math: Investigating

the low rate of certificate completion among remedial math

students. Res High Educ Research in Higher Education, 54(171),

171-200. doi:10.1007/s11162-012-9281-4.

b. Cooper, K. J. (2014). Remedial rescue. Diverse Issues in Higher

Education, 31(18), 14-15.

2. A majority of students entering college in the twenty-teens will be

assigned some form of remediation (Bahr, 2013). In order to enhance

the opportunities for these students to succeed, educators need to know

how these students feel about being assigned to remediation. Further, it

is important to understand if the assignment to remediation had an

impact on completion of the certificate or degree program. In

understanding these issues, educators can be better prepared to aid

Page 2 of 34


students assigned to remediation so that completing a certificate or

degree program is more likely. Research shows those who leave

“education with poor formal qualifications earn significantly less and

face significantly higher unemployment probabilities” (Holmlund &

Silva, 2014, p. 127). Unfortunately, “students who pass a developmental

education course often do not enroll in the next level course” (Collins,

2013, p. 89).

a. Collins, M. L. (2013). Discussion of the joint statement of core

principles for transforming remedial education. Journal of College

Reading and Learning, 44(1), 84-94.

b. Holmund, H., and Silva, O. (2014). Targeting noncognitive skills

to improve cognitive outcomes: Evidence from a remedial

education intervention. Journal Of Human Capital, 8(2), 126-160.

3. The problem of this study is students who desire more education but are

not prepared for the academic rigor of college. Assigning them to

remedial coursework only helps some students (Bahr, 2013). Remedial

coursework provided to these students may not keep them engaged

through completion of the course, much less their individual degree or

certification program (Martinez & Bain, 2014).

B. Purpose

1. The purpose of this study is to understand student perceptions of their

own assignment to remedial English. In doing so, the educator may

determine how to facilitate these students’ desire for more education

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while preparing them for the academic rigor of college. Thus, the

student is more likely to complete both the remedial coursework and

their individual degree or certification programs.

C. General research questions

1. How do students define their assignment to remediation?

2. How do students believe educators can best encourage students through

the remediation coursework?

3. How do students feel educators can best guide and encourage students

placed in remediation to continue in education and complete individual

degree or certificate programs?

D. Research Plan

1. This will be a qualitative study using interviews and surveys of freshman

students who have been assigned to remedial English. The questions

will focus on the following: students’ perspective on remedial English as

a course requirement; how they feel about their own assignment to the

course; whether they completed the course and why they did or did not;

and whether or not they completed their individual degree or certificate

program.

2. A qualitative study allows the issue of concern to be explored and

provides for a detailed understanding of a complex issue (Creswell,

2013). The assignment to remedial English is a direct result of an

entrance exam, but students frequently are unsuccessful at completing

remediation and their program of study (George, 2010). A qualitative

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study can aid in understanding how students assigned to remedial

English feel about the assignment process and why so many are not

successful at completing remediation or their individual degree or

certificate program.

II. Review of related literature

A. Theoretical Framework and Worldview

1. Methodological – The views of college students and their perspectives

on assignment to remedial English are included in the study. The logic

followed will be inductive, shaped by the responses of the participants

during the research process (Creswell, 2013).

2. Pragmatism – This research seeks to understand the world in which the

researcher works as shaped by the experience of the research

participants. The focus is to determine a method of solution to the

problems with an additional understanding that what works for one

student at one time must be flexible to work for another student or

another time (Creswell, 2013). Thus, using this worldview will require

the researcher to collect data using differing sources and differing

methods, and a combination of quantitative and qualitative data

(Creswell, 2013).

B. Important Thinkers/experts/theorists in this field of

1. Bideaud, J. (2001). Forms of constructivism, cognitive development and

number learning. Prospects, 31(2), 175-185.

doi:http://dx.doi.org/10.1007/BF03220059

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a. Provides a basic analysis of constructivism as applied to learning

skills.

b. The construction of a hierarch of learning is thoroughly explained

as is its applicability to the learning of any skill.

c. Drawbacks of constructivism as applied to innate learning patterns

are enunciated and explored.

2. DeLuca, G. (2002). Dialogue on writing: Rethinking ESL, basic writing,

and first-year composition. Mahwah, N.J., Routledge

a. Provides descriptive analysis of methodology for affecting change

within remedial English environment.

b. Gives insight and guidance regarding characteristics of students

and engaging them to the process.

3. Hynes, L. (1955). Morale in remedial English. College Composition and

Communication, 6(2), 100-103.

a. This work is foundational as to the pertinent issue of students’

perception of remedial English, and reflects the consistency of the

problem through the years.

b. Citation within current work indicates the foundational nature of

this article. The fact that it is drawn from a regional four-year

university comparative to the one in the study is a bonus.

4. Rauff, J. V. (1994). Constructivism, factoring, and beliefs. School

Science and Mathematics, 94(8), 421.

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a. Presents that inherent beliefs of the individuals are causative

factors in the requirement for remediation of student learning.

b. Posits a perspective of constructivism in the classroom to change

these foundational belief systems.

5. Shaughnessy, M. (1977). Errors and expectations : A guide for the

teacher of basic writing. New York, NY: Oxford University Press.

a. Presents a foundational method of overcoming errors through

writing coursework.

b. Repeatedly referenced in journal articles on methods of

remediation in English writing courses.

C. Related Research

1. Bahr, P. (2012). Deconstructing remediation in community colleges:

Exploring associations between course-taking patterns, course outcomes,

and attrition from the remedial math and remedial writing sequences.

Res High Educ, 53, 661-693. doi:10.1007/s11162-011-9243-2

a. Summary – A study defining parameters of California College

students assigned to remedial English and math courses, sorting

them into low-skill and high-skill students and measuring attrition

rates accordingly.

b. Key Descriptors -- Community College, Remediation , Remedial,

Developmental Math, Writing, Behavior

Page 7 of 34


2. Donalson, K., and Halsey, P. (2013). Adolescent readers’ perceptions of

remedial reading classes: A case study. Reading Improvement, 50(4),

189-198.

a. Summary – The surprise that students had to take a developmental

class changed their perceptions about themselves, and by and

large, they felt defeated even before coursework began (Donalson

& Halsey, 2013).

b. Key Descriptors – Remedial Reading Teaching; Struggling

Readers; Learning Strategies; Language & Languages -- Study &

Teaching; Linguistics -- Study & Teaching; Case Studies

3. Hollander, P. (2010). Finding "sponsorship" in the academy: Three case

studies of first-year writing students. Journal Of College Reading And

Learning,41(1), 29-48.

a. Summary – Focused on a belief that education is empowered

through social constructivism, this article presents case studies of

students focused on “their general literacy background and

specifically about the writing they had done” (Hollander, 2010, p.

36).

b. Key Descriptors -- Constructivism (Learning); Basic Writing; Case

Studies; Interviews; College Freshmen; Writing Instruction; Self

Concept; Discourse Analysis; Student Attitudes; Academic

Discourse; Remedial Instruction

Page 8 of 34


4. Howell, J. (2011). What influences students’ need for remediation in

college? Evidence from California. The Journal of Higher Education.

82(3), 292-318.

a. Summary – Influences from family, friends, teachers, peers, and

schools are evaluated as to the effect on students enrolling in

college and requiring remedial coursework. The influence of

secondary school racial composition is considered as a factor also.

The study focuses on school systems with open enrollment,

therefore not restricted to prior grade or placement achievements.

The study finds statistically significant impacts of secondary

teacher education levels as offset to remediation placement

requirements.

b. Key Descriptors – Remediation, Placement Tests, Open

Enrollment, Regression Models Design, Relationship to High

School Teachers’ Education

5. McCormick, J., Hafner, A., and Saint-Germain, M. (2013). From high

school to college: Teachers and students assess the impact of and

expository reading and writing course on college readiness. Journal of

Educational Research and Practice, 3(1), 30-49.

a. Summary – The ability to comprehend complex text is targeted as

the primary factor in college readiness. The comprehension of

synthesizing and analyzing higher level text is representative of

higher level thinking as needed at college. Training teachers in

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expository reading and writing courses (ERWC) has led to greater

efficacy in student readiness among those teachers’ students.

b. Key Descriptors – Academic literacy, College, Common core state

standards, Effective practices in literacy instruction, Readiness,

Remediation, Reading and writing rhetorically

6. Moss, B., Kelcey, B., and Showers, N. (2014). Does college composition

matter? College classrooms as moderators of developmental education

effectiveness. Community College Review. 42(2), 201-220.

a. Summary – A study of 3,429 community college students in 223

classrooms provided data for analysis on success at the

developmental coursework and then at the freshman college

English course. Results showed the importance of full-time

faculty, greater numbers of developmental students in the

classrooms, and direct placement to freshman level courses

following the class.

b. Key Descriptors – Classroom Composition, Developmental

Education, Student Success, Regression Discontinuity Design,

Remediation

7. Pagan, R. and Edwards-Wilson, R. (2003). A Mentoring Program for

Remedial Students. Journal of College Student Retention. 4(3), 207-226.

a. Summary – A study of 53 students in jeopardy who were mentored

through the semester following a semester that put them at-risk for

academic failure.

Page 10 of 34


b. Key Descriptors – At-Risk, Mentoring, Remediation,

Developmental, Attrition, Motivation

8. Proctor, C., Daley, S., Louick, R., Leider, C., and Gardner, G. (2014).

How motivation and engagement predict reading comprehension among

native English-speaking and English-learning middle school students

with disabilities in a remedial reading curriculum. Learning and

Individual Differences, 36, 76-83.

a. Summary – Using student self-reports to study efficacy and

engagement among those assigned to a remedial English program.

b. Key Descriptors -- Motivation; Disability; English language

learner; Engagement; Reading comprehension

9. Sax, V. (2015). Game plan for success--A case study. Research &

Teaching In Developmental Education, 31(2), 61-63.

a. Summary – Using athletic coaching techniques within

developmental math, reading, or writing to enhance “increases

were seen in students’ understanding of the expectations and rigor

of college level work, awareness of their individual academic

hurdles and strategies to overcome them, comfort with

approaching and speaking to faculty, and confidence in their ability

take charge of their academic career” (Sax, 2015, p. 62).

b. Key Descriptors – Developmental studies programs; College

teaching; Educational accountability; Universities & colleges --

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Curricula; Semester system in education; Colleges, Universities,

and Professional Schools

10. Shaw, D. (2014). Rethinking remediation for college students: Using

preservice education students in connection with high school AP classes.

New England Reading Association Journal 50(1), 38-43.

a. Summary – Remedial students were at-risk for drop out before

being placed in remediation, and are more at-risk after being

placed in remediation. Fast-start, gateway, and boot camp

programs prior to entrance reduce remediation requirements and

enhance retention.

b. Key Descriptors – Remediation, AP classes, Preserve education

students, Drop out, Support systems, Gateway programs

III. Methods

A. Design (approach) and Rationale

1. This will be a qualitative study using a collective case study design.

2. This study will “explore an issue or problem using the case as a specific

illustration” (Creswell, 2013, p. 97) where the issue or problem is

assignment to remedial English. Such exploration is the basic tenet of

case study research. The assignment is bounded by the timeframe of

assignment to remedial English during the fall term 2008 and the

outcome within five years of that assignment, and the place of the

pseudonomonously named University of the Foothills of Appalachian

Page 12 of 34


(UFA). The case study is collective in that it presents “multiple case

studies to illustrate the issue” (Creswell, 2013, p. 99).

a. Data collection will include surveys and interviews with data

analysis to verify understanding and provide background.

b. Data analysis will include statements and meaningful units of

expression, to grasp the “different perspectives on the problem”

(Creswell, 2013, p. 100).

c. The intent is to focus on the impact of the assignment to remedial

English on the students – drop out rather than take remedial; take

remedial and fail the course and drop out at that time; take

remedial and fail the course but retake and succeed; take remedial

and having successfully completed it continue in college education

but drop out later; take remedial and having successfully

completed it continue to end of certificate or degree program.

These possible outcomes will be analyzed using a within-case

analysis as well as cross-case analysis.

d. The outcome is to be a greater understanding of the consequences

of assignment to remedial English, that is: what lessons can be

learned from the case.

B. Site

1. The site for this study is the pseudonomonously named University of the

Foothills of Appalachia (UFA), a small university in a rural location in

the foothills of Appalachia in southern Ohio.

Page 13 of 34


2. About 4,500 students attend UFA in any given year. This university

provides a diversity of Certificate, Associate, Baccalaureate, and

Masters programs. Open enrollment means the schooling is available to

all who apply. Moderate tuition ($6000+/- for full time) and extensive

financial aid encourage all members of the community to matriculate.

3. The school is a regional state university nestled in the foothills of

Appalachia on the banks of the Ohio River. The campus itself is a jewel

in an aging crown of industry. Once a thriving community at a junction

of transportation and manufacturing, the historic 1937 flood falling in

the footsteps of the depression drove this town into poverty. Now,

pockets of beauty and calm are encircled by nests of drug activity.

Construction of a highway bypass is in progress that will further isolate

this community. The school and the hospitals are the largest employers

in the area, but the people who call this place home work desperately to

claim it from the druggies.

C. Participants

1. A minimum of five participants are needed for this study, a maximum of

ten. This “purposeful maximal sampling” is a selection of “cases that

show different perspectives on the problem” (Creswell, 2013, p. 100).

While “researchers typically choose no more than four or five cases” (p.

101), this alignment allows for a selection of five actual cases

representing the five potential outcomes of the assignment to

remediation.

Page 14 of 34


2. The selection of “representative cases for inclusion in the qualitative

study” (Creswell, 2013, p. 99-100), is specifically aligned to “show

different perspectives on the issue” (p. 99).

3. Students are approached based on when they were selected for remedial

English (2008), and further selected based on alignment to the potential

five categories (CAT) of assignment to remedial English.

a. Chose not to attend school because of assignment to remedial

English (CAT I).

b. Took remedial English in fall of 2008 and would have been

required to take again and chose not to attend school following that

term (CAT II).

c. Took remedial English in fall of 2008 and was required to take it

again and did so successfully (CAT III).

d. Took remedial English in fall of 2008 and passed the course but

failed to complete certificate or degree program within five years

thereafter (CAT IV).

e. Took remedial English in fall of 2008 and passed the course and

successfully completed certificate or degree program within five

years thereafter (CAT V).

4. Participants are expected to be between 18 and 40 years at time of

assignment to remedial English, males and females are both considered

for this study, commuters and residential students are considered also.

D. Role of Researcher or Personal biography

Page 15 of 34


1. Liberty Student

2. Adjunct Professor of English

3. A military retiree who moved to the area to attain a sustainable farming

environment, regain my health, and homeschool my son, I found myself

with free time when my son started college work at age thirteen.

Loitering on the campus while my son was in class, the Director of

Composition invited me to become an adjunct instructor of English

composition. Learning about the huge percentage of students who

required remedial English before being eligible for freshman

composition, led me to a curriculum analysis done as part of my thesis

for the Masters of Education program. The school’s transition to

semesters in 2007 and revamp of all class curriculum gives a pertinent

window of opportunity to study the consequence of assignment.

4. My heart for these students is engaged in this process. I truly believe

that God has called me to this place at this time for this purpose. I bring

a world-wide experience to students who have often never left their

surrounding counties. If, in my service to my Lord and Savior, I can

provide a Christian worldview in an increasingly secular society, I will

share it whenever and wherever I can.

E. Data Collection

1. Documents

a. Records from UFA will allow for general description of the

percentages of students assigned to remedial English, passage rates

Page 16 of 34


of the course, re-enrollment rates of the students who did not pass,

and certificate or degree program completion rates.

2. Survey

a. “Surveys are one of the most frequent modes of observation and

measurement” (Sinkowitz-Cochran, R. L., 2013, p. 1159).

a. Sinkowitz-Cochran, R. L. (2013). Survey Design: To Ask

or Not to Ask? That is the Question. Clinical Infectious

Diseases: An Official Publication Of The Infectious

Diseases Society Of America, 56(8), 1159-1164.

doi:10.1093/cid/cit005

b. Using records collected from UFA, students assigned to remedial

English in fall 2008 will be contacted to request participation in the

study. The survey will allow for general categorization of students

into the four categories outlined above and identified as CAT-I-V).

3. Interview

a. In depth interviews are required to identify the solid description

and specific themes of a case (Creswell, 2013).

a. Creswell, J. (2013) Qualitative inquiry & research design:

Choosing among five approaches. Los Angeles, Sage

Publications

b. Using interviews with individuals whose cases are categorized by

the survey, the participants understanding of their placement in

Page 17 of 34


remedial English will be explored, as well as their perspective in

recollection and in reference to their current situations.

4. Follow-up interview

a. In order to provide maximum variation sampling any queries to

theme or consequence that arise in the interview process may lead

to follow-up interviews (Creswell, 2013).

a. Creswell, J. (2013) Qualitative inquiry & research design:

Choosing among five approaches. Los Angeles, Sage

Publications

b. These follow-up interviews will help to determine details about the

students’ reactions to placement in remedial English

5. Privacy of student information is paramount. Documents must be

protected to prevent identification of students and public distribution of

the individual information.

F. Data Analysis

1. Open coding relates the information into major categories of data for

analysis (Creswell, 2013).

a. Following transcription of interview audio files, the original

questions will aid in identifying themes for analysis.

b. “Coding procedures assume paramount importance when, as in our

studies, one employs open-ended interviewing techniques to elicit

subtle and rich responses” (Aberbach & Rockmand, 2002, p. 675).

Page 18 of 34


a. Aberbach, J. D., & Rockman, B. A. (2002). Conducting

and coding elite Interviews. PS: Political Science and

Politics, 35(4), 673-676. doi: 10.2307/1554807

2. Within-case analysis will provide a detailed description of the case and

the themes within it (Creswell, 2013).

a. As themes are identified, transcripts will be analyzed for alignment

to the themes within the case.

b. Within-case analysis is important to allow for distinction of

thoughts and feelings of the participants within the case.

3. Cross-case analysis will provide for “a thematic analysis across the

cases” (Creswell, 2013, p. 101)

a. As themes are identified, transcripts will be analyzed for alignment

to the themes between the cases categories.

b. Between-case analysis is important to allow for some

generalization across the cases as based.

G. Trustworthiness

1. Member checks will allow for validation of the credibility.

a. “The researcher solicits participants’ views of the credibility of the

findings and interpretations” (Creswell, 2013, p. 252). This allows

the participants to review the information given and themes culled

to check with the researcher’s understanding of the participants’

contributions to the study.

Page 19 of 34


b. This process increases reliability of the study because the

participants can “judge the accuracy and credibility of the account”

(Creswell, 2013, p. 252).

2. A rich thick description allows for the complexity of the patterns to be

revealed.

a. “Rich description means that the research provides details when

describing a case or when writing about a theme” (Creswell, 2013,

p. 252).

b. With rich description, readers are able to transfer characteristics of

the study to other applications.

3. Reflexivity ensures the researcher is “accountable to the standards of

knowing and telling of the people studied” (Creswell, 2013, p. 257).

a. An interpretive standard of verification, reflexivity involves the

author holding herself accountable for the standards she has set and

revealing any engagement in the process of the study.

b. This is important to allow readers to understand the perspective of

the author, and to see any implications that may have to the

research.

H. Ethical Considerations

1. I have great passion for education and must guard against emotional

responses to those who have chosen not to continue their educations. To

combat this, I will submit my interview questions to the dissertation

chair and hold closely to the script.

Page 20 of 34


2. Negative reviews could follow from an alignment of this issue for the

school and the students. Pseudonyms will be used to avoid any potential

negative consequences.

3. Group-think indicates that strong personalities tend to influence weaker

personalities in a group setting (Packer, 2009). To avoid group-think

consequences impugning the value of subordinate personalities, the

interviews will be conducted privately at separate times and locations to

ensure each participant feels comfortable speaking frankly on the issues

of concern.

a. Packer, D. J. (2009). Avoiding groupthink: whereas weakly

identified members remain silent, strongly identified members

dissent about collective problems. Psychological Science, 20(5),

546-548. doi:10.1111/j.1467-9280.2009.02333.x

Page 21 of 34


References

Aberbach, J. D., & Rockman, B. A. (2002). Conducting and coding elite Interviews. PS:

Political Science and Politics, 35(4), 673-676. doi: 10.2307/1554807

Bahr, P. (2012). Deconstructing remediation in community colleges: Exploring associations

between course-taking patterns, course outcomes, and attrition from the remedial math

and remedial writing sequences. Res High Educ, 53, 661-693. doi:10.1007/s11162-011-

9243-2

Bahr, P. (2013). The aftermath of remedial math: Investigating the low rate of certificate

completion among remedial math students. Res High Educ Research in Higher

Education, 54(171), 171-200. doi:10.1007/s11162-012-9281-4.

Collins, M. L. (2013). Discussion of the joint statement of core principles for transforming

remedial education. Journal of College Reading and Learning, 44(1), 84-94.

Cooper, K. J. (2014). Remedial rescue. Diverse Issues in Higher Education, 31(18), 14-15.

Creswell, J. (2013) Qualitative inquiry & research design: Choosing among five approaches.

Los Angeles, Sage Publications

DeLuca, G. (2002). Dialogue on writing: Rethinking ESL, basic writing, and first-year

composition. Mahwah, N.J., Routledge

Donalson, K., & Halsey, P. (2013). Adolescent readers’ perceptions of remedial reading classes:

A case study. Reading Improvement, 50(4), 189-198.

George, M. (2010). Ethics and motivation in remedial mathematics education. Community

College Review, 38(1), 82-92. doi:10.1177/0091552110373385

Hollander, P. (2010). Finding "sponsorship" in the academy: Three case studies of first-year

writing students. Journal Of College Reading And Learning,41(1), 29-48.

Page 22 of 34


Holmlund, H., & Silva, O. (2014). Targeting noncognitive skills to improve cognitive outcomes:

Evidence from a remedial education intervention. Journal Of Human Capital, 8(2), 126-

160.

Howell, J. (2011). What influences students’ need for remediation in college? Evidence from

California. The Journal of Higher Education. 82(3), 292-318.

Hynes, L. (1955). Morale in remedial English. College Composition and Communication, 6(2),

100-103.

Martinez, M. E., & Bain, S. F. (2013). The costs of remedial and developmental education in

postsecondary education. Research in Higher Education Journal, 22, 1-12.

McCormick, J., Hafner, A., & Saint-Germain, M. (2013). From high school to college: Teachers

and students assess the impact of and expository reading and writing course on college

readiness. Journal of Educational Research and Practice, 3(1), 30-49.

Moss, B., Kelcey, B., & Showers, N. (2014). Does classroom composition matter? College

classrooms as moderators of developmental education effectiveness. Community College

Review. 42(2), 201-220.

Packer, D. J. (2009). Avoiding groupthink: whereas weakly identified members remain silent,

strongly identified members dissent about collective problems. Psychological Science,

20(5), 546-548. doi:10.1111/j.1467-9280.2009.02333.x

Pagan, R. & Edwards-Wilson, R. (2003). A mentoring program for remedial students. Journal of

College Student Retention 4(3), 207-226.

Proctor, C., Daley, S., Louick, R., Leider, C., & Gardner, G. (2014). How motivation and

engagement predict reading comprehension among native English-speaking and English-

Page 23 of 34


learning middle school students with disabilities in a remedial reading curriculum.

Learning and Individual Differences, 36, 76-83.

Shaughnessy, M. (1977). Errors and expectations: A guide for the teacher of basic writing. New

York, NY: Oxford University Press.

Shaw, D. (2014). Rethinking remediation for college students: Using preservice education

students in connection with high school AP classes. New England Reading Association

Journal 50(1), 38-43.

Sinkowitz-Cochran, R. L. (2013). Survey design: To ask or not to ask? That is the question.

Clinical Infectious Diseases: An Official Publication Of The Infectious Diseases Society

Of America, 56(8), 1159-1164. doi:10.1093/cid/cit005

Page 24 of 34


Appendix A Timeline and Budget

Fall 2015—Get committee together and register for dissertation course ($1710)

December 2015—Finish coursework and take comprehensive exams ($ 500)

Spring 2016 – Complete the Proposal

Spring 2016—Defend proposal ($500)

Spring 2016—Submit research plan to the Internal Review Board for approval ($100)

Spring 2016 – Register for dissertation course for Summer 2016 ($1710)

Summer 2016 – Complete the research ($200)

Summer 2016 – Register for dissertation course for Fall 2016 ($1710)

Fall 2016 – Complete the final chapters

Fall 2016 – Register for dissertation course for Spring 2016 ($1710)

Winter 2016 – Submit the full dissertation for approval

Spring 2017 – Defend the dissertation ($500)

Spring 2017 – Get review for form and style ($100)

Spring 2017 – Submit final dissertation

Page 25 of 34


Appendix B

Interview Questions/Guide

Time of interview:

Date:

Place:

Interviewer:

Interviewee:

Position of interviewee:

Description: This project is to determine the feelings and consequences for individuals who

were assigned to remedial English at University of the Foothills of Appalachia (UFA) for the fall

2008 term. It is hoped, that a greater understanding of those students perceptions, educators at

UFA and elsewhere can aid and guide students assigned to remediation to greater opportunities

and success in both the remedial coursework and those students’ individual certificate or degree

program. To that end, I have a few specific questions, and a few more general questions.

1. Categorization questions:

a. Were you assigned to remedial English in fall 2008 at UFA?

b. Did you enroll and attend remedial English in fall 2008 at UFA?

c. Did you successfully complete both the coursework and the exit exam for that

course?

d. Did you continue with your college education at UFA or elsewhere?

e. Did you complete your certificate or degree program within six years at UFA or

elsewhere?

2. Perception questions:

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a. When you left high school, how did you feel about your ability to perform

academically at the college level?

b. What were your first thoughts when you found you had been placed in remedial

English?

c. As you reflect upon that moment in time, how did you feel?

d. As you reflect upon that moment in time, how do you feel about it now?

e. How do you think being placed in remedial English affected your college career?

3. Demographic questions:

a. Age at time of placement in remedial English

b. Gender

c. Race

d. Commuter/Residential student

Thank you so much for your time in participating in this research.

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Appendix C:

Other Data Collection Procedures - Documents

Records analysis (documents) will allow for compilation of basic information:

how many students were assigned to remedial English in fall 2008

how many of those students enrolled in remedial English that term

how many petitioned to be placed into freshman English that term

how many passed the coursework that term

how many passed the exam that term

how many passed both the coursework and the exam

how many were enrolled in remedial English the following term (because of not having

passed either the coursework or the exam)

how many of these students were enrolled in freshman English the following term

(because of having passed both the coursework and the exam)

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Appendix C:

Other Data Collection Procedures - Survey

Survey will be used to refine volunteer participants to the most cohesive group that fit the case.

Title and Introduction (What the survey is and why it is important)

Primary category question: Were you assigned to remedial English for fall 2008 at UFA?

Additional category question: Did you enroll in remedial English for fall 2008 at UFA?

Additional category question: Did you successfully pass both parts (test and coursework)

for remedial English for fall 2008 at UFA?

Additional category question: Did you continue on your personal certificate/degree

program at UFA (or elsewhere)?

Follow-on question: Did you complete your personal certificate degree program at UFA

(or elsewhere)?

General identifying demographic questions (gender, race, age in fall 2008,

commuter/residential)

Sample survey on next page.

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SAMPLE SURVEY

Study about the Effect of Assignment to Remedial English

Deborah Davis (doctoral student at Liberty University)

This research study is to determine how assignment to remedial English in fall of 2008 at the University of the Foothills of Appalachia (UFA) impacted students’ continuation toward their academic goals, specifically completion of individual certificate or degree programs. Ultimately, the goal is to understand how students feel about assignment to remediation, and to incorporate that understanding to best aid students in the completion of individual goals. While there is no individual compensation for participation in this survey or the study, each individual that contributes to the body of knowledge can know that such contributions allow for an improvement in the educational process that impacts all future students. Your participation is much appreciated.

You were selected for this survey because college records reflect that you were assigned to remedial English for the fall 2008 term at UFA. Any information you provide for this survey or the study will be kept confidential, and in the event of publication, pseudonyms will be used.

Please circle the appropriate response.1. Were you assigned to remedial English for fall 2008 at UFA?

YES NO

2. Did you enroll in remedial English for fall 2008 at UFA?

YES NO

3. Did you successfully pass both parts (test and coursework) for remedial English for fall 2008 at UFA?

YES NO Passed test Passed Coursework

4. Were you required to retake remedial English?

YES NO

5. Did you continue on your personal certificate/degree program at UFA (or elsewhere)?

YES NO

6. Did you complete your personal certificate degree program at UFA (or elsewhere)?

YES NO

7. General identifying demographic questions (gender, race, age in fall 2008, student status)

o Gender MALE FEMALE

o Race (as you define it) ________________________________

o Age as of August 15, 2008 ______________________________

o Students status in fall 2008 Commuter Residential

8. Anything else you believe pertinent for the researcher to consider? __________________

________________________________________________________________________

________________________________________________________________________

Note that if selected for the study, the researcher will sit with you for interviews to gain a greater understanding of your perceptions and feelings about your assignment to remedial English.


Appendix D Consent Form

Affect of Assignment to Remedial Education: A Qualitative Case Study”

Dear Participant:

The following information is provided for you to decide whether you wish to participate

in the present study. You should be aware that you are free to decide not to participate or to

withdraw at any time without affecting your relationship with this department, the instructor, or

the University of the Foothills of Appalachia (UFA).

What this study is about:

The purpose of this study is to understand the feelings and emotions of being assigned to

remedial English and the impact on your education. The procedure will be a multiple case

design in that while everyone who participates was assigned to remedial English in fall of 2008

at UFA, the outcomes for the varied participants was different. At this point in the research,

process is generally defined as perceptions of the assignment and a reflection of outcomes related

to that assignment.

What we will ask of you:

Data will be collected throughout the study. You were identified through school records

as having been originally assigned to remedial English in 2008. Following this initial contact,

your name will be obscured from this study and either a pseudonym or an identification number

will be assigned. A general survey will indicate your desire for further contact in participation of

this study, and a series of interviews will follow. Data collection involves the documents, the

survey results, and the interviews (audio files will be made and transcripted for review by

participants). Individuals involved in the data collection will be the researcher and participants

in the study.

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Do not hesitate to ask any questions about the study either before participating or during

the time that you are participating. I would be happy to share my finding with you after the

research is completed, however, your name will not be associated with the research findings in

any ways, and only the researcher will know your identity as a participant.

Risks and benefits:

There are no known risks and/or discomforts associated with this study. The expected

benefits associated with your participation are the information about the experiences in being

assigned to remedial English, and the opportunity to participate in a qualitative research study on

this issue.

Compensation:

You will not be compensated for your participation in this study.

Confidentiality:

Your responses will be kept confidential. The reporting of results of the study will be

presented in such a way as to not identify you. The electronic recording of the interview will be

password protected by the researcher.

Taking part is voluntary:

You are under no obligation to participate in this study. You may skip any interview

question you do not desire to answer. Failure to participate in this study will have no effect on

your standing at University of the Foothills of Appalachia (UFA) nor any other school.

Questions:

If you have any questions, feel free to contact me at [email protected] or 740-555-

5555.

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mailto:[email protected]


Please sign your consent with full knowledge of the nature and purpose of the

procedures. This consent explicitly allows the research to record and keep a recorded copy of all

interviews.

A copy of this consent form will be given to you to keep.

Date:______________________

Signature of participant:_____________________________

Printed name of participant: ____________________________

Deborah R. Davis, Candidate for Ed.D., LUO, Principal Investigator

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RESEARCH PLAN OVERVIEW STAGE 4 GRADING RUBRICSTUDENT: DEBORAH DAVIS

CRITERIONPOINTS

POSSIBLEPOINTS EARNED

INSTRUCTOR COMMENTS

Keeps headings in correct order when cutting and pasting previous writing

3

Replaces red directions with pertinent information 3

Citations in section 2 and on reference page are written in APA format

6

Methods includes information about all outline areas 6

Methods uses clear and concise words 9

Methods does NOT include lengthy sentences but includes enough to prompt detailed writing when the outline is turned into the final Research Prospectus

9

Appendices includes details that will easily be written into formal documents for the final Research Prospectus

6

The introduction, review of related literature theory and research sections depict the author’s growing understanding of these areas

9

All elements (including title and reference page) are edited precisely for grammar, spelling, punctuation, and 6th edition APA format

9

TOTAL 60

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