Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting
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In this thesis, I presented a case study investigating the perspectives of postsecondary developmental education instructors in an Integrated Reading and Writing (INRW) program of a community college in the Southwest United States. I hypothesized that instructors in this Integrated Reading and Writing Department at this community college would indicate the need for more affective learning methods to effectively teach the students from varied backgrounds and learning deficiencies. The research question centered on how community college instructors and administrators perceived their department meeting the students’ needs in assisting them in becoming more proficient students.