Running head: RESEARCH PLAN OVERVIEW-2 1

Deborah Davis

July 22, 2015

Research Plan Overview – Stage 2

EDUC 817-D02-LUO

Dr. R. Tierce

RESEARCH PLAN OVERVIEW-2 2

Research Plan Overview

Name: Deborah R. Davis

Stage of Completion: Stage 2 (with corrections to Stage 1)

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 “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.] With soBecause many students entering college unprepared, educators

need to know how to address their needs, engage them in their own

education, and stimulate their own desire to complete their programs. In

doing so, the students are better at learning and can be more productive

citizens. Research shows those who leave “education with poor formal

qualifications earn significantly less and face significantly higher

unemployment probabilities” (Holmlund & Silva, 2014, p. 127).

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Unfortunately, “students who pass a developmental education course

often do not enroll in the next level course” (Collins, 2013, p. 89).

c.[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.

d.[b.] Holmund, H., and Silva, O. (2014). Targeting noncognitive

skills to improve xognitive outcomes: Evidence from a remedial

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

[3.] The problem for of this study is many students who want desire more

education but are not prepared for the academic rigor of college.

Assigning them to remedial cousework only helps some students.

Remedical coursework provided to these students may not keep them

engaged through completion of the course, much less their individual

degree or certification program.

B. Purpose

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

assignment to remedial English and determine what works to aid them in

success among both remedial coursework and their individual degree or

certification program.

C. General research questions

1. How would students define their assignment to remediation?

2. What can educators do to encourage students through remediation and

into their individual degree or certificate program?

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3. How do educators determine whether students will complete

remediation and their individual degree or certificate program?

D. Research Plan

1. Qualitative study -- This study will be conducted in a qualitative manner

using interviews and questionaires of freshman students who have been

assigned to remedial English. The questions will focus on the 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

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

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

entrance exam, but the consequence of that assignment may be an aid to

a student who needs the additional instruction, or a burden to the student

whose high school work had indicated college readiness. Using

qualitative study methods, there can be insight gained how students

assigned to remedial English feel about the assignment process and the

consequences (good and bad) of that assignment.

II. Review of related literature

A. Theoretical Framework

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

on assignment to remedial English are included in the study. It is

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anticipated that the logic followed will be from inductive, shaped by the

responses of the participants during the research process (Creswell,

2013).

2. Constructivism – This reseach seeks to understand the world in which

the researcher works. The subjective meanings of the students’

interpretations are at the heart of the research, and to garner the

complexity of views is the greater intent (Creswell, 2013).

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

1. 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.

2. 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 studnets

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.

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3. 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

2. 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

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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

3. 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

sythensizing and analyzing higher level text is representative of

higher level thinking as needed at college. Training teachers in

explository 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

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4. 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

5. 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.

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

Developmental, Attrition, Motivation

6. Proctor, C., Daley, S., Louick, R., Leider, C., & Gardner, G. (2014).

How motivation and engagement predict reading comprehension among

native English-speaking and English-learning middle school students

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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 Desciptors -- Motivation; Disability; English language

learner; Engagement; Reading comprehension

7. 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 Discriptors – Remediation, AP classes, Preserive education

students, Drop out, Support systems, Gateway programs

III. Methods

A. Design (approach) and Rationale

[1.] This will be a qualitative study will use using a phenomenological

designapproach.

1.[2.] As this study is to draw on “the common meaning for several

individuals of their lived experience of” (Creswell, 2013, p. 76)

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assignment to remedial English, which is the basic tenet of of

phenomenological study.

[a.] Data collection is largely anticipated towill include be surveys and

interviews.

a.[b.] Data analysis will include statements and meaningful units of

expression, to grasp the “what” and “how” of the experience.

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

English on the students – Do they quit? Do they try and fail? Do

they try and succeed? Do they complete their program of study?

B. Site

1. University of the Foothills of Appalachia (UFA)

2. Small university in rural location in the foothills of Appalachia in

southern Ohio

3. 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.

4. 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,

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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 desparately to

claim it from the druggies.

C. Participants

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

eight.

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

English in fall of 2008, and further selected based on alignment to the

potential four outcomes of assignment to remedial English.

3. 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

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 and I

had to wait for him to finish classes. Loitering on the campus, I became

acquainted with the Director of Composition, who invited me to become

and adjunct instructor of English composition. I did so. As I taught, I

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learned about, and was appalled by, the huge number of students who

required remedial English before being eligible for freshman

composition. A curriculum analysis done as part of my thesis for the

Masters of Education program there led me to want to know more about

how these students react to the assignment to remediation. 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.

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References

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 vertificate

vompletion among temedial math dtudents. Res High Educ, 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

Holmlund, 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.

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.

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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.

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.

Pagan, R. and 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-

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.

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RESEARCH PLAN OVERVIEW STAGE 2 GRADING RUBRICSTUDENT: DEBORAH DAVIS

CRITERIONPOINTS POSSIBL

E

POINTS EARNE

DINSTRUCTOR COMMENTS

Keeps headings in correct order when cutting and pasting previous writing

3Deborah,Although your plan shows development in some areas, I have noted other areas of focus for your consideration prior to submitting the next stage. I hope my suggestions are beneficial and that my comments are helpful to you.In Christ,Dr. Tierce

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 -2

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

9 -1

The review of related literature includes information about all outline areas

6 -1

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

9 -2

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

9 -1

TOTAL 60 53

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