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

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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
Director of Research: Bragg, Debra D.
Doctoral Committee Chair(s): Bragg, Debra D.; Forber-Pratt, Anjali
Doctoral Committee Member(s): Ikenberry, Stanley O.; Aragon, Steven R.; Baber, Lorenzo D.
Department / Program: Educ Policy, Orgzn & Leadrshp
Discipline: Ed Organization and Leadership
Degree Granting Institution: University of Illinois at Urbana-Champaign
Degree: Ed.D.
Genre: Dissertation
Subject(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.
Issue Date: 2012-05-22
URI: http://hdl.handle.net/2142/31079
Rights Information: Copyright 2012 by Jervaise Simpson McDaniel. All rights reserved.
Date Available in IDEALS: 2012-05-22
Date Deposited: 2012-05
 

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