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Interpretative phenomenological analysis: exploring the formative experiences of community college students enrolled in remedial courses

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dc.contributor.authorLannan, Kathleen, author
dc.contributor.authorAnderson, Sharon K., advisor
dc.contributor.authorCumming, John, committee member
dc.contributor.authorFrederiksen, Heidi, committee member
dc.contributor.authorHall, Bruce, committee member
dc.date.accessioned2016-01-11T15:13:44Z
dc.date.available2016-01-11T15:13:44Z
dc.date.issued2015
dc.description.abstractRemedial Education has been a polarizing topic in education for many years, as there is often debate about who is responsible for the large number of students that require remedial services as well as the best manner in which to support these students. Despite the continuing interest in the topic, few studies have focused specifically on the students and their experiences in these programs. In order to gain a better understanding of these experiences, a qualitative phenomenological study, using Interpretative Phenomenological Analysis, was conducted in order to answer the following research question and three sub-questions: What are the lived experiences of students enrolled in remedial education at community college? 1) How do students who are enrolled in remedial education at the community college describe their educational journey? 2) How were students prepared for post-secondary education prior to enrollment in remedial education? 3) How do students see themselves as succeeding in post-secondary education? Four participants took part in the study by partaking in semi-structured interviews to explore their lived experiences in remedial education at the community college. An in depth analysis of the data, utilizing IPA, revealed issues of marginalization through labeling, manipulation of the education system, and a desire to belong. The results of the study suggest that remedial education students often deal with issues that are far more complex than skill acquisition alone, and supports literature that highlights the importance of accountability measures for K-12 education, as well as the value of non-cognitive skills, and how labels can affect students. This study offers a unique student perspective into remedial education, presents the opportunity for future research that continues to explore remedial experiences, and supports research that includes student perspectives and validates student experiences.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierLannan_colostate_0053A_13296.pdf
dc.identifier.urihttp://hdl.handle.net/10217/170325
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectcommunity college
dc.subjectdevelopmental education
dc.subjectinterpretative phenomenological analysis
dc.subjectremedial education
dc.titleInterpretative phenomenological analysis: exploring the formative experiences of community college students enrolled in remedial courses
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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