Research studies indicated that learning support professionals, which includes postsecondary developmental education professionals, often lacked opportunities for training to engage with the population of students they work with, as well as current instructional practices and/or reforms. While the research is expansive, it has focused on the…

The present grant funded study by the Office of Research and Sponsored Projects investigated the effects of a chronological multicultural mathematics (CMM) framework on math identity and math achievement of student participants enrolled in two virtual post-secondary developmental math courses (N = 9). The students were selected due to an inability…

This study examined transition services provided to students with disabilities in their secondary environments and whether or not these services prepared students with disabilities to post-secondary transition. Fifty students with varying disabilities from seven southeastern high schools participated in this study. Quantitative and qualitative…

Two-year colleges enroll many students every year that are not prepared for college level work. The purpose of this study was to determine what factors contribute to students needing to take remediation as well as what factors lead to successfully exiting developmental education. This study looked at students who began postsecondary education in…

This three-article dissertation analyzes the question of how to best prepare students transitioning from secondary education to post-secondary life. The first article examines the theories of self-determination, the self-advocacy skills needed for its success, and how the two relate to students with learning disabilities. The second article…

Each year, post-secondary institutions across the nation enroll thousands of students into developmental mathematics courses. Success rates are low for students placed in developmental mathematics courses employing traditional teaching practices. Secondary institutions utilizing more engaging pedagogies and high impact practices, such as…

The purpose of this study was to determine which academic and affective student factors were significant to student success in a mastery learning program in developmental mathematics and to determine if the mastery learning program led to increased mathematical knowledge retention and success in the subsequent math course. The first phase of the…

The number of students attending higher education institutions has increased across the nation over the past few decades. Nearly 46% of students chose to begin postsecondary education or technical training at a community college (American Association of Community Colleges, 2008). Accessibility and lower tuition have contributed to the enrollment…

Across the United States, students are entering college with a need for improvement in basic mathematics and communication skills. In 2008, the Florida Legislature passed Senate Bill 1908 which changed the expectations for the senior year of high school for many students. Students who score within certain levels on the mandatory high school…

Large numbers of students who attend college each year are required to enroll in remedial programs aimed at enhancing their weak reading, writing, and/or mathematical skills and helping to prepare them for success in college-level courses. Recently, a host of new course innovations have surfaced that are intended to move students through…

This study explores the affective characteristics of students taking developmental education courses at the postsecondary level. It is widely acknowledged in research that affective issues still remain at the forefront of impeding the success of developmental education students. This is one step in examining the types of interventions which may…

While the topic of who is responsible for addressing the issue of developmental education is being discussed at the national level, it is also presently being discussed in the Alabama postsecondary arena, where committees and symposiums are forming to discuss this topic. While nothing has yet been resolved, it still bears some study since…

The purpose of this qualitative study was to explore aspects of the Even Start Family Literacy program and college experiences that are helpful or detrimental to the process of transition from Even Start to college as perceived by students who have successfully made that transition. The study focused on the role of developmental education in the…

The study was a quantitative, causal-comparative, ex post facto study that compared the college algebra and freshman English outcomes for three groups of developmental learners based on where they completed their developmental English and mathematics courses. The study also examined the effectiveness of developmental education courses within the…