Date Approved
4-11-2022
Embargo Period
4-13-2023
Document Type
Dissertation
Degree Name
Ed.D. Doctor of Education
Department
Educational Services and Leadership
College
College of Education
Advisor
Monica Reid Kerrigan, Ed.D.
Committee Member 1
Kara Pauline Ieva, Ph.D.
Committee Member 2
Yesenia Madas, Ed.D.
Keywords
Academic Support, Culture of Care, Emotional Support, English Language Learners, Holistic Support, Supplemental Instruction
Subject(s)
Community college student development programs
Disciplines
Higher Education | Language and Literacy Education
Abstract
The purpose of this constructivist grounded theory study was to explore Supplemental Instruction (SI) beyond its academic purpose, examining how community college developmental education students make meaning of their experience participating in SI. This study focused on how developmental education students experienced identity and competence through SI and examined how these students make meaning of their connections and relationships. Fifteen participants who placed below college-level in English and English Language Proficiency and who were enrolled in at least one college-level course with SI participated in semi-structured interviews and SI group observations. The findings support the need to integrate holistic support into academic supports to shift institutions toward a more interconnected learning process. Through a grounded theory methodology, The Supplemental Instruction Culture of Care Model emerged. The Model demonstrates how SI promotes peer-to-peer interactions, facilitates the exposure of the students' impediments, and builds universality creating a culture of care.
Recommended Citation
Gasparino, Jennifer, "EXPLORING HOW DEVELOPMENTAL EDUCATION STUDENTS MAKE MEANING OF IDENTITY, COMPETENCE, AND RELATIONSHIP BUILDING THROUGH SUPPLEMENTAL INSTRUCTION: A GROUNDED THEORY STUDY" (2022). Theses and Dissertations. 2982.
https://rdw.rowan.edu/etd/2982