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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
RESEARCH PLAN OVERVIEW-4 3
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
Page 3 of 34
RESEARCH PLAN OVERVIEW-4 4
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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RESEARCH PLAN OVERVIEW-4 5
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
Page 5 of 34
RESEARCH PLAN OVERVIEW-4 6
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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RESEARCH PLAN OVERVIEW-4 7
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
RESEARCH PLAN OVERVIEW-4 8
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
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RESEARCH PLAN OVERVIEW-4 9
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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RESEARCH PLAN OVERVIEW-4 10
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.
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RESEARCH PLAN OVERVIEW-4 11
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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RESEARCH PLAN OVERVIEW-4 12
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
RESEARCH PLAN OVERVIEW-4 13
(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.
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RESEARCH PLAN OVERVIEW-4 14
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.
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RESEARCH PLAN OVERVIEW-4 15
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
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RESEARCH PLAN OVERVIEW-4 16
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
RESEARCH PLAN OVERVIEW-4 17
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
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RESEARCH PLAN OVERVIEW-4 18
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
RESEARCH PLAN OVERVIEW-4 19
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.
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RESEARCH PLAN OVERVIEW-4 20
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.
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RESEARCH PLAN OVERVIEW-4 21
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
RESEARCH PLAN OVERVIEW-4 22
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
RESEARCH PLAN OVERVIEW-4 23
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
RESEARCH PLAN OVERVIEW-4 24
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
RESEARCH PLAN OVERVIEW-4 25
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
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RESEARCH PLAN OVERVIEW-4 26
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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RESEARCH PLAN OVERVIEW-4 27
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.
RESEARCH PLAN OVERVIEW-4 31
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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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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