EXPLORING HOW DEVELOPMENTAL EDUCATION STUDENTS MAKE MEANING OF IDENTITY, COMPETENCE, AND RELATIONSHIP BUILDING THROUGH SUPPLEMENTAL INSTRUCTION: A GROUNDED THEORY STUDY
Ed.D. Doctor of Education
Educational Services and Leadership
College of Education
Monica Reid Kerrigan, Ed.D.
Committee Member 1
Kara Pauline Ieva, Ph.D.
Committee Member 2
Yesenia Madas, Ed.D.
Academic Support, Culture of Care, Emotional Support, English Language Learners, Holistic Support, Supplemental Instruction
Community college student development programs
Higher Education | Language and Literacy Education
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.
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.
Available for download on Thursday, April 13, 2023