dc.contributor.author	Abbott, April Lee
dc.coverage.spatial	United States, Georgia	en_US
dc.coverage.temporal	2009-2020	en_US
dc.date.accessioned	2019-11-07T20:22:45Z
dc.date.available	2019-11-07T20:22:45Z
dc.date.issued	2019-09
dc.identifier.other	C79C9FAC-2E79-16B9-4F5C-F600379BCE4B	en_US
dc.identifier.uri	https://hdl.handle.net/10428/3956
dc.description.abstract	Former President Barack Obama (2009) set a goal to make the United States the top producer of higher education graduates in the world again by 2020. Researchers from the Community College Research Center reported that nearly 68% of two-year college students and 40% of four-year college students nationwide take at least one remedial course. According to Complete College America researchers, only 30% of college students successfully complete the developmental math sequences in which they enrolled. To increase student completion of gateway courses, the University System of Georgia implemented the Corequisite model across all institutions in the fall of 2015. The problem of this study was that there is little literature on which characteristics of the Corequisite math model that yield the highest success rates. The theoretical framework of this sequential, explanatory mixed methods study was rooted in organizational development. Organizational development is any process that has potential to enhance knowledge, expertise, productivity, and other outcomes whether for personal or group gain, or the benefit of an organization, community, nation, or the world. Research questions that guided this study focused on USG administrator and instructor perceptions of which institutional practices and instructional practices were most responsible for academic success of students in Corequisite math courses. Analysis of the data revealed no significant quantitative results; however, from the qualitative data, six major themes were found: (1) recommendations from the Ad Hoc Committee, (2) passionate and dedicated faculty who care about learning-support students, (3) tutoring, (4) early alert systems, (5) study skills, and (6) a growth mindset.	en_US
dc.description.tableofcontents	I. INTRODUCTION 1 -- Current State of Remedial Education 1 -- USG’s Mathematics Developmental System 2 -- America’s Response to the Challenge 2 -- Georgia’s Response to the Challenge 3 -- Individual Institutions’ Responses to the Challenge 5 -- Statement of the Problem 7 -- Theoretical Framework 8 -- Purpose of the Study 10 -- Research Questions 11 -- Definition of Terms 11 -- Procedures 15 -- Significance of the Study 17 -- Limitations of the Study 17 -- Organization of the Study 20 -- Summary 20 -- II. REVIEW OF RELATED LITERATURE 21 -- Developmental Education in the University System of Georgia 22 -- The Shaping of Developmental Studies in the USG 23 -- Kemp v. Ervin (1986) 23 -- Learning Support Revisal (1993) 25 -- Corequisite Model (2015) 27 -- Changes in USG’s Mathematics Placement Practices 28 -- The History of the Corequisite Model 29 -- Acceleration Model 29 -- Best Institutional Practices of the Developmental Mathematics Education 34 -- Program Structure, Assessment, Placement, and Momentum 35 -- Counseling, Early Warning Systems, and Study Skills Courses 38 -- Regular Program Evaluation 40 -- Best Instructional Practices of Developmental Mathematics Education 41 -- Collaboration between Two Instructors 41 -- Technology and the Emporium/Modularized Strategy 42 -- Classroom Strategies 43 -- Tutor Programs 44 -- Learning Communities 45 -- Testing and Homework Opportunities 46 -- Academic Assistance Centers 46 -- Best Practices for the Corequisite Model in the USG 47 -- Summary 49 -- III. METHODOLOGY 51 -- Research Design 51 -- Quantitative Phase 51 -- Qualitative Phase 52 -- Participants 53 -- Quantitative Phase 53 -- Qualitative Phase 53 -- Instrumentation 54 -- Quantitative Methods 54 -- Qualitative Methods 60 -- Data Collection 62 -- Quantitative Data Collection 62 -- Qualitative Data Collection 64 -- Data Analysis 67 -- Quantitative Analysis 68 -- Qualitative Analysis 71 -- Summary 72 -- IV. RESULTS 74 -- Quantitative Results 75 -- Demographic Characteristics. 76 -- Item-Level Descriptive Characteristics 77 -- Scale Descriptive Characteristics 85 -- Multiple Regression Assumptions and Analysis 88 -- Qualitative Results 93 -- Interview Question One 94 -- Interview Question Two 97 -- Interview Question Three 100 -- Interview Question Four 102 -- Interview Question Five 104 -- Interview Question Six 105 -- Six Themes or Best Practices Identified 107 -- USG Ad Hoc Steering Committee 107 -- Passionate and Dedicated Faculty 113 -- Tutoring 114 -- Early Warning Systems 115 -- Study Skills 115 -- Growth Mindset 118 -- Summary 120 -- V. SUMMARY AND DISCUSSION. 122 -- Related Literature 124 -- Methodology 127 -- Participants 128 -- Instrumentation 128 -- Data Collection and Analysis 129 -- Summary of Findings 130 -- Discussion of Findings 131 -- USG Ad Hoc Steering Committee 107 -- Passionate and Dedicated Faculty 113 -- Tutoring 135 -- Early Warning Systems 136 -- Study Skills 137 -- Growth Mindset 137 -- Limitations of the Study 139 -- Suggestions for Future Research 140 -- Conclusion and Recommendations 141 -- REFERENCES 144 -- APPENDICES -- Appendix A: Institutional Review Board Protocol Exemption Report 155 -- Appendix B: Developmental Education Program Survey–Corequisite -- Mathematics Administration Specific 157 -- Appendix C: Developmental Education Program Survey–Corequisite -- Mathematics Faculty Specific 161.	en_US
dc.format.extent	1 electronic document, 180 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Mathematics--Study and teaching	en_US
dc.subject	Mathematical models--Study and teaching	en_US
dc.subject	Georgia	en_US
dc.subject	University System of Georgia	en_US
dc.title	Program Characteristics of the Mathematics Corequisite Model in the State of Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Adult and Career Education of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Ellis, Iris C.
dc.description.committee	Brockmeier, Lantry L.
dc.description.committee	Whisler, Vesta R.
dc.description.committee	Ault, Shaun V.
dc.description.committee	Cruz, Becky K. da
dc.description.degree	Ed.D.	en_US
dc.description.major	Adult and Career Education	en_US