The role of signaling from a student perspective on math remediation in the transition from high school to community colleges

McDaniel, Jervaise

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https://hdl.handle.net/2142/31079 Copy

Description

Title

The role of signaling from a student perspective on math remediation in the transition from high school to community colleges

Author(s)

McDaniel, Jervaise

Issue Date

2012-05-22T00:26:38Z

Director of Research (if dissertation) or Advisor (if thesis)

Bragg, Debra D.

Doctoral Committee Chair(s)

• Bragg, Debra D.
• Forber-Pratt, Anjali

Committee Member(s)

• Ikenberry, Stanley O.
• Aragon, Steven R.
• Baber, Lorenzo D.

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Ed Organization and Leadership

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• signaling
• remedial math
• transition
• rural community colleges

Abstract

The purpose of this study is to obtain the perspective of students attending a rural community college in a Midwestern state regarding why they were placed into a remedial algebra course when enrolling directly out of high school. The study uses the concept of signaling to examine how students interpret signals from sources such as counselors, teachers, peers, and policies. Understanding how students use the plethora of signals sent from various sources, including what they discern to be signals, may help community colleges address the growing problem of remediation. This study has implications for K-12 and higher education by shedding light on the information students use to prepare for college.

Graduation Semester

2012-05

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http://hdl.handle.net/2142/31079

Copyright and License Information

Copyright 2012 by Jervaise Simpson McDaniel. All rights reserved.

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