The role of signaling from a student perspective on math remediation in the transition from high school to community colleges

The purpose of this study is to obtain the perspective of students attending a rural community college in a Midwestern state regarding why they were placed into a remedial algebra course when enrolling directly out of high school. The study uses the concept of signaling to examine how students interpret signals from sources such as counselors, teachers, peers, and policies. Understanding how students use the plethora of signals sent from various sources, including what they discern to be signals, may help community colleges address the growing problem of remediation. This study has implications for K-12 and higher education by shedding light on the information students use to prepare for college.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Ed Organization and Leadership

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2012

Author dc:creator

• McDaniel, Jervaise

Contributors dc:contributor

• Bragg, Debra D.
• Forber-Pratt, Anjali
• Ikenberry, Stanley O.
• Aragon, Steven R.
• Baber, Lorenzo D.

• signaling
• remedial math
• transition
• rural community colleges

Statement dc:rights

• Copyright 2012 by Jervaise Simpson McDaniel. All rights reserved.

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/31079

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/31079