Faculty opinions about developmental education courses

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Torry L. Reynolds (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Deborah Taub

Abstract: Developmental education can be traced to the very beginnings of American higher education and is often a point of access for underprepared college students. Despite its historic presence, developmental education in the form of remedial courses has come under heavy criticism in the recent decades with some educational stakeholders citing costs to students and delayed credential completion as reasons to discontinue remedial courses. This study examines the development of faculty opinions about developmental education in the form of remedial courses as faculty opinions may influence the provision of remedial courses at colleges and universities. The results of the study indicate that institution type, faculty rank, and level of experience each contribute to the formation of faculty beliefs about developmental education. Understanding the factors that influence faculty beliefs will enable developmental education advocates to implement targeted interventions to increase faculty support of remedial courses.

Additional Information

Language: English
Date: 2015
Developmental Education, Faculty Beliefs, Remediation
College teachers $x Attitudes
Compensatory education
Remedial teaching

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