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dc.contributor.authorThreadgill, Elizabeth J. ( Orcid Icon 0000-0002-4353-8244 )
dc.date.accessioned2019-03-14T20:06:33Z
dc.date.available2019-03-14T20:06:33Z
dc.date.issued2018-10
dc.identifier.citationThreadgill, E. J. (2018). Student Response to a Corequisite Pilot Program: A Retrospective. Journal of College Academic Support, 1(2), pp. 18-23.en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/7921
dc.description.abstractThis retrospective article presents the results of a pilot study on student perceptions of a corequisite model for developmental writing. Qualitative survey data was collected at the beginning, middle, and end of Fall 2013 at a large public university in central Texas. A total of 21 students participated in this study. Eleven students who were near the cut-off for the placement exam were enrolled in a first-semester composition course with other students who placed directly into first-semester composition. These 11 students also agreed to meet outside of the composition classroom at a set time for the corequisite course. Another ten students who were near the cut-off for the placement exam were placed in a traditional 16-week developmental writing course that served as a control. Responses were analyzed using coding practices outlined by Saldaña (2009), including initial coding, categorizing, and theming. Themes that emerged in the responses of students enrolled in the traditional 16-week developmental writing course included the following: (a) this course is pointless/a waste, (b) mismatch between placement and self-perception, and (c) transferability. Themes that emerged in the responses of students enrolled in the corequisite model included the following: (a) a lot is riding on success in the corequisite composition course, (b) unsure/nervous about expectations, and (c) improved self-efficacy at the end of the course. The major implication of this study is the importance of including student voices in the implementation of models for developmental education.en_US
dc.formatText
dc.format.extent6 pages
dc.format.medium1 file (.pdf)
dc.language.isoenen_US
dc.publisherTexas State University, The Education Instituteen_US
dc.sourceJournal of College Academic Support Programs, Spring 2018, Vol. 1, No. 2, pp. 18-23.
dc.subjectEducationen_US
dc.subjectDevelopmental writingen_US
dc.subjectCorequisite coursesen_US
dc.subjectPilot programen_US
dc.subjectDevelopmental educationen_US
dc.titleStudent Response to a Corequisite Pilot Program: A Retrospectiveen_US
dc.typepublishedVersion
txstate.documenttypeArticle


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