High School Teachers' Perceptions of Developmental Education

Developmental education has been examined from the perspective of students, college instructors, administrators, and policy-makers. However, the perspectives of one important stakeholder group—high school teachers—has not been included in the research literature on this topic. The purpose of this st...

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Bibliographic Details
Published inJournal of developmental education Vol. 41; no. 2; pp. 2 - 11
Main Authors Williams, Mitchell R., Tompkins, Patrick, Rogers, Betty
Format Journal Article
LanguageEnglish
Published Boone National Center for Developmental Education, Appalachian State University 01.01.2018
Appalachian State University d/b/a
National Center for Developmental Education
Subjects
Classroom communication
Collaboration
College graduates
College Readiness
College Students
Communication Strategies
Community College Students
Community Colleges
Cooperation
Curriculum
Developmental Studies Programs
Education
Educational Change
Focus groups
High School Graduates
High School Students
High Schools
Higher education
Low income groups
Mathematics education
Mathematics Skills
Mathematics teachers
Participation
Perceptions
Secondary School Teachers
Secondary schools
Student Attitudes
Student Characteristics
Student Placement
Students
Studies
Teacher Attitudes
Teams
United States > US
Virginia
Georgia
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Summary:Developmental education has been examined from the perspective of students, college instructors, administrators, and policy-makers. However, the perspectives of one important stakeholder group—high school teachers—has not been included in the research literature on this topic. The purpose of this study was to allow teachers to be heard on the factors affecting the placement of recent high school graduates in developmental courses and how to reduce the number of such placements in the future. Teachers were eager to be heard on this topic, and the paper calls for greater communication and collaboration between high school teachers and college instructors and administrators, particularly on curricular issues.
ISSN:0894-3907