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The Impact of Contextualized Curriculum on the Academic Outcomes of Developmental Reading Students

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dc.contributor.author Lau, Pamela
dc.date.accessioned 2015-09-01T20:58:51Z
dc.date.available 2015-09-01T20:58:51Z
dc.date.issued 2015-04-01
dc.identifier.uri http://hdl.handle.net/2323/5282
dc.description Thesis (Ed.D. in Community College Leadership)-- Ferris State University, Community College Leadership Program, 2013. en_US
dc.description This dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Community College Leadership. en_US
dc.description Cataloged from a pdf version of a thesis en_US
dc.description.abstract In recent years, there has been an expansion of research to identify effective and high-­‐impact strategies and practices to improve developmental student success. Of these, the contextualization of teaching and learning (CTL) appears to hold promise. CTL enhances the learning of basic reading, writing, and/or mathematics skills by linking these skills to authentic content areas. It enjoys strong theoretical support; however, empirical studies on its effectiveness while promising are limited. This dissertation study adds to the existing body of empirical research on CTL by analyzing the impact of contextualized curriculum on the academic outcomes of first-­‐ year developmental reading students at a Midwest community college. It utilized a mixed method approach: statistical analysis was applied to compare the attainment of outcomes by students in contextualized reading classes and those in non-­‐contextualized sections. The qualitative portion used focus group interviews to explore the experiential impact of contextualized curriculum on student perceptions of course content, academic engagement, and motivation. Findings indicate that the contextualized curricular intervention correlates with higher attainment of outcome measures by students throughout their first year of college. Students in CTL sections completed the required reading class at higher rates, attempted and earned more credit hours, attempted and completed more college-­‐level courses, and showed higher next-­‐term persistence than developmental reading peers in ii non-­‐CTL sections. However, the momentum toward success generated by the first-­‐term CTL intervention was insufficient to improve persistence into the second year. Qualitative analysis of factors that influenced the positive outcomes reveals the key role that the CTL intervention played in enhancing the social dimension of the classroom experience, the perceived relevance of reading skills and strategies, and the nurture and preservation of student motivation. This study affirms that contextualization is a viable curricular strategy in the reform of developmental education. en_US
dc.format.extent 222 pages en_US
dc.language.iso en_US en_US
dc.publisher Ferris State University en_US
dc.subject Contextualized curriculum en_US
dc.subject Developmental reading programs en_US
dc.subject Student retention en_US
dc.subject Community colleges en_US
dc.title The Impact of Contextualized Curriculum on the Academic Outcomes of Developmental Reading Students en_US
dc.type Thesis en_US


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