{"id":{"repo_id":"mississippi","oai_identifier":"oai:egrove.olemiss.edu:etd-1196"},"canonical_url":"https://search.dev.ndltd.org/etd/mississippi/oai:egrove.olemiss.edu:etd-1196","repository":{"repo_id":"mississippi","name":"University of Mississippi","base_url":"https://egrove.olemiss.edu/do/oai/"},"display":{"title":"College and University Developmental Education: the Professional Development Needs of College and University Remedial Instructors","abstract":"The purpose of this mixed method study, which utilized both survey data and personal interviews, was to determine if Murray's (2001) theory of six constructs applies to faculty who instruct remedial students at both four and two-year institutions. The research study used both quantitative and qualitative methods of research. A survey that included 23 items concerning college and university remedial faculty's perceptions about professional development at their institutions was administered to 300 remedial instructors. Ninety seven participants' responses were analyzed for the study. Survey answers were analyzed using factor analysis with Cronbach's ? reliability tests. Survey responses from college and university remedial faculty suggest that Arkansas institutions of higher education provide opportunities for remedial faculty to participate in professional development but that remedial faculty may not be recognized for their participation in professional development by administrators. Interview responses from college and university administrators were analyzed using a qualitative clustering approach. Administrators' interviews suggested that although institutions offer remedial faculty opportunities to participate in professional development, much of the professional development that is offered to remedial faculty is not structured or content specific to remedial faculty's areas of instruction.","abstract_html":"The purpose of this mixed method study, which utilized both survey data and personal interviews, was to determine if Murray's (2001) theory of six constructs applies to faculty who instruct remedial students at both four and two-year institutions. The research study used both quantitative and qualitative methods of research. A survey that included 23 items concerning college and university remedial faculty's perceptions about professional development at their institutions was administered to 300 remedial instructors. Ninety seven participants' responses were analyzed for the study. Survey answers were analyzed using factor analysis with Cronbach's ? reliability tests. Survey responses from college and university remedial faculty suggest that Arkansas institutions of higher education provide opportunities for remedial faculty to participate in professional development but that remedial faculty may not be recognized for their participation in professional development by administrators. Interview responses from college and university administrators were analyzed using a qualitative clustering approach. Administrators' interviews suggested that although institutions offer remedial faculty opportunities to participate in professional development, much of the professional development that is offered to remedial faculty is not structured or content specific to remedial faculty's areas of instruction.","abstract_has_math":false,"creators":["Miller, Kyle Trevor"],"institution":null,"degree_name":"Ph.D. in Education","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Lori A. Wolff","Dennis A. Bunch","Germain Mcconnell"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T03:05:15Z","subjects":["College And University Professional Development","Developmental Education","Factor Analysis","Faculty Development","Mixed Methods Research","Remedial Education","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/197","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lori A. Wolff","Dennis A. 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The research study used both quantitative and qualitative methods of research. A survey that included 23 items concerning college and university remedial faculty's perceptions about professional development at their institutions was administered to 300 remedial instructors. Ninety seven participants' responses were analyzed for the study. Survey answers were analyzed using factor analysis with Cronbach's ? reliability tests. Survey responses from college and university remedial faculty suggest that Arkansas institutions of higher education provide opportunities for remedial faculty to participate in professional development but that remedial faculty may not be recognized for their participation in professional development by administrators. Interview responses from college and university administrators were analyzed using a qualitative clustering approach. Administrators' interviews suggested that although institutions offer remedial faculty opportunities to participate in professional development, much of the professional development that is offered to remedial faculty is not structured or content specific to remedial faculty's areas of instruction."]},{"key":"dc:title","label":"Title","values":["College and University Developmental Education: the Professional Development Needs of College and University Remedial Instructors"]}]}],"canonical_facts":{"dc:contributor":["Lori A. Wolff","Dennis A. Bunch","Germain Mcconnell"],"dc:creator":["Miller, Kyle Trevor"],"dc:date.available":["2019-01-01T08:00:00Z"],"dc:description.abstract":["The purpose of this mixed method study, which utilized both survey data and personal interviews, was to determine if Murray's (2001) theory of six constructs applies to faculty who instruct remedial students at both four and two-year institutions. The research study used both quantitative and qualitative methods of research. A survey that included 23 items concerning college and university remedial faculty's perceptions about professional development at their institutions was administered to 300 remedial instructors. Ninety seven participants' responses were analyzed for the study. Survey answers were analyzed using factor analysis with Cronbach's ? reliability tests. Survey responses from college and university remedial faculty suggest that Arkansas institutions of higher education provide opportunities for remedial faculty to participate in professional development but that remedial faculty may not be recognized for their participation in professional development by administrators. Interview responses from college and university administrators were analyzed using a qualitative clustering approach. Administrators' interviews suggested that although institutions offer remedial faculty opportunities to participate in professional development, much of the professional development that is offered to remedial faculty is not structured or content specific to remedial faculty's areas of instruction."],"dc:identifier":["https://egrove.olemiss.edu/etd/197"],"dc:subject":["College And University Professional Development","Developmental Education","Factor Analysis","Faculty Development","Mixed Methods Research","Remedial Education","Higher Education Administration"],"dc:title":["College and University Developmental Education: the Professional Development Needs of College and University Remedial Instructors"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D. in Education"]},"updated_at":"2026-07-24T03:05:15Z"}