Instructional Practices in Developmental Mathematics: A Multilevel Analysis of Community College Student Perceptions

References

• Adelman, C. (2005). Moving into town—And moving on: The community college in the lives of traditional–Age students. Washington, DC: U.S. Department of Education.
   Google Scholar
• Attewell, P. A., Lavin, D., . E., Domina, T., & Levey, T. (2006). New evidence on college remediation. The Journal of Higher Education, 77, 886–942. doi:10.1353/jhe.2006.0037
   Web of Science ®Google Scholar
• Bahr, P. R. (2008). Does mathematics remediation work? A comparative analysis of academic attainment among community college students. Research in Higher Education, 49, 420–450. doi:10.1007/s11162-008-9089-4
   Web of Science ®Google Scholar
• Bailey, T. (2009). Challenge and opportunity: Rethinking the role and function of developmental education in community college. New Directions for Community Colleges, 145, 11–30. doi:10.1002/cc.352
   Google Scholar
• Bailey, T., Calcagno, J. C., Jenkins, D., Leinbach, T., & Kienzl, G. (2006). Is student right-to-know all you should know? An analysis of community college graduation rates. Research in Higher Education, 47, 491–519. doi:10.1007/s11162-005-9005-0
   Web of Science ®Google Scholar
• Bailey, T., Jeong, D. W., & Cho, S. W. (2010). Referral, enrollment, and completion in developmental education sequences in community colleges. Economics of Education Review, 29, 255–270. doi:10.1016/j.econedurev.2009.09.002
   Web of Science ®Google Scholar
• Bangert, A. W. (2004). The seven principles of good practice: A framework for evaluating on-line teaching. The Internet and Higher Education, 7(3), 217–232. doi:10.1016/j.iheduc.2004.06.003
   Google Scholar
• Bangert-Drowns, R. L., Kulik, C. L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213–238. doi:10.3102/00346543061002213
   Web of Science ®Google Scholar
• Baumeister, R. F., & Leary, M. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529.
   PubMed Web of Science ®Google Scholar
• Boggiano, A. K., Rink, C., Shields, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students’ self-determination: Effects on students’ analytic problem-solving skills. Motivation and Emotion, 17, 319–336. doi:10.1007/BF00992323
   Web of Science ®Google Scholar
• Bol, L., Campbell, K. D., Perez, T., & Yen, C. J. (2016). The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses. Community College Journal of Research and Practice, 40, 480–495. doi:10.1080/10668926.2015.1068718
   Web of Science ®Google Scholar
• Boylan, H. R. (1995). Making the case for developmental education. Research in Developmental Education, 12, 1–8.
   Google Scholar
• Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best practice tips. Life Sciences Education, 6, 9–20. doi:10.1187/cbe.06-12-0205
   PubMedGoogle Scholar
• Carnegie Foundation for the Advancement of Teaching. (2011). Developmental math. Retrieved from http://www.carnegiefoundation.org/developmental-math
   Google Scholar
• Carnevale, A., & Desrochers, D. (2003). Standards for what? The economic roots of K-16 reform. Princeton, NJ: Educational Testing Service.
   Google Scholar
• Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 3–7.
   Google Scholar
• Chickering, A. W., Gamson, Z. F., & Barsi, L. M. (1987). Faculty Inventories of Good Practice in Undergraduate Education. Racine, WI: Wingspread.
   Google Scholar
• Cousins, C. L. (2012). A case study of community college students’ perceptions of linked courses instructors’ use of Chickering and Gamson’s (1987) principles for good practice in undergraduate education within student learning-communities and the importance of the principles in helping students with their academic writing skills ( Unpublished dissertation). University of Hartford, Hartford, CT.
   Google Scholar
• Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.
   PubMed Web of Science ®Google Scholar
• Deci, E. L., Nezlek, J., & Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1–10. doi:10.1037/0022-3514.40.1.1
   Web of Science ®Google Scholar
• Feldman, K. A. (1989). Instructional effectiveness of college teachers as judged by teacher themselves, current and former students, colleagues, administrators, and external (neutral) observers. Research in Higher Education, 30, 137–194. doi:10.1007/BF00992716
   Web of Science ®Google Scholar
• Fong, C. J., Davis, C. W., Kim, Y., Kim, Y. W., Marriott, L., & Kim, S. (2017). Psychosocial factors and community college success: A meta-analytic investigation. Review of Educational Research, 87, 388–424. doi:10.3102/0034654316653479
   Web of Science ®Google Scholar
• Fong, C. J., Warner, J. R., Williams, K. M., Schallert, D. L., Chen, L., Williamson, Z. H., & Lin, S. (2016). Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback. Learning and Individual Differences, 49, 393–399. doi:10.1016/j.lindif.2016.05.019
   Web of Science ®Google Scholar
• Fong, C. J., Zientek, L. R., Yetkiner Ozel, Z. E., & Phelps, J. M. (2015). Between and within ethnic differences in strategic learning: A study of developmental mathematics students. Social Psychology of Education, 18, 55–74. doi:10.1007/s11218-014-9275-5
   Web of Science ®Google Scholar
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. doi:10.1073/pnas.1319030111
   PubMed Web of Science ®Google Scholar
• Goldrick-Rab, S. (2010). Challenges and opportunities for improving community college student success. Review of Educational Research, 80, 437–469. doi:10.3102/0034654310370163
   Web of Science ®Google Scholar
• Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898.
   PubMed Web of Science ®Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. doi:10.3102/003465430298487
   Web of Science ®Google Scholar
• Hodara, M. (2011). Reforming mathematics classroom pedagogy: Evidence-based findings and recommendations for the developmental math classroom. CCRC Working Paper No. 27. Assessment of Evidence Series. Community College Research Center, Columbia University.
   Google Scholar
• Howell, J. S. (2011). What influences students’ need for remediation in college?: Evidence from California. The Journal of Higher Education, 82, 292–318. doi:10.1353/jhe.2011.0014
   Web of Science ®Google Scholar
• Hutman, H., Konieczna, K. A., Kerner, E., Armstrong, C. R., & Fitzpatrick, M. (2012). Indicators of relatedness in adolescent male groups: Toward a qualitative description. The Qualitative Report, 17, 1–23.
   Google Scholar
• Kelley, W., & Wilbur, L. (1970). Teaching in the community-junior college. New York, NY: Appleton-Century-Crofts.
   Google Scholar
• Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers’ practice and students’ motivation to learn mathematics and science. Learning and Instruction, 35, 94–103. doi:10.1016/j.learninstruc.2014.10.003
   Web of Science ®Google Scholar
• Kilgo, C. A., Culver, K. C., Young, R. L., & Paulsen, M. B. (2017). The relationship between students’ perceptions of “Good Practice for Undergraduate Education” and the paradigmatic development of disciplines in course-taking behavior. Research in Higher Education, 58, 430–448. doi:10.1007/s11162-016-9433-z
   Web of Science ®Google Scholar
• Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children’s behavior: The differential effects of controlling versus informational styles on intrinsic motivation and creativity. Journal of Personality, 52, 233–248. doi:10.1111/j.1467-6494.1984.tb00879.x
   Web of Science ®Google Scholar
• Kull, K. R. (1999). A developmental education survey: Results of a national survey of program design and mathematics instruction. Research and Teaching in Developmental Education, 16, 57–80.
   Google Scholar
• Liou, P. Y., & Ho, H.-N. J. (2016). Relationships among instructional practices, students’ motivational beliefs and science achievement in Taiwan using hierarchical linear modelling. Research Papers in Education, 33, 73–88. doi:10.1080/02671522.2016.1236832
   Web of Science ®Google Scholar
• Logue, A. W., Watanabe-Rose, M., & Douglas, D. (2016). Should students assessed as needing remedial mathematics take college-level quantitative courses instead? A randomized controlled trial. Educational Evaluation and Policy Archives, 38, 578–598. doi:10.3102/0162373716649056
   Web of Science ®Google Scholar
• Marsh, H. W., & Roche, L. (1993). The use of students’ evaluations and an individually structured intervention to enhance university teaching effectiveness. American Education Research Journal, 30, 217–251. doi:10.3102/00028312030001217
   Web of Science ®Google Scholar
• Mesa, V., Celis, S., & Lande, E. (2014). Teaching approaches of community college mathematics faculty do they relate to classroom practices? American Educational Research Journal, 51, 117–151. doi:10.3102/0002831213505759
   Web of Science ®Google Scholar
• Moss, B. G., Yeaton, W. H., & Lloyd, J. E. (2014). Evaluating the effectiveness of developmental mathematics by embedding a randomized experiment within a regression discontinuity design. Educational Evaluation and Policy Analysis, 36, 170–185. doi:10.3102/0162373713504988
   Web of Science ®Google Scholar
• Musaitif, L. M. (2013). The utilization of the seven principles for good practices of full-time and adjunct faculty in teaching health & science in community colleges. ( Unpublished dissertation). University of La Verne, La Verne, CA.
   Google Scholar
• National Research Council. (2002). Scientific research in education. Washington, DC: National Academy Press.
   Google Scholar
• Negron-Morales, P., Vazquez-Rodriguez, I., & De Leon-Lozada, A. (1996). Good practices in undergraduate education from the students’ and faculty’s view: Consensus or disagreement. Paper presented at the 36th Annual AIR Forum of the Association of Institutional Research, Albuquerque, New Mexico. Retrieved from ERIC Database (ED397729)
   Google Scholar
• Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133–144.
   Web of Science ®Google Scholar
• Nodine, T., Dadgar, M., Venezia, A., & Bracco, K. R. (2013). Acceleration in developmental education. San Francisco, CA: WestEd.
   Google Scholar
• O’Connell, A. A. (2010). An illustration of multilevel models for ordinal response data. In Data and context in statistics education: Towards an evidence-based society. Proceedings of the Eighth International Conference on Teaching Statistics (ICOTS8).
   Google Scholar
• Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Patall, E. A., Hooper, S. Y., Vasquez, A. C., Pituch, K. A., & Steingut, R. R. (2018). Science class is too hard: Perceived difficulty, disengagement,and the role of teacher autonomy support from a daily diary perspective. Learning and Instruction, 58, 220–231. doi: 10.1016/j.learninstruc.2018.07.004
   Web of Science ®Google Scholar
• Rattan, A., Good, C., & Dweck, C. S. (2012). “It’s ok—Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48, 731–737. doi:10.1016/j.jesp.2011.12.012
   Web of Science ®Google Scholar
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. doi:10.1080/00461520903028990
   Web of Science ®Google Scholar
• Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98, 209–218. doi:10.1037/0022-0663.98.1.209
   Web of Science ®Google Scholar
• Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing high school students’ engagement by increasing their teachers’ autonomy support. Motivation and Emotion, 28, 147–169. doi:10.1023/B:MOEM.0000032312.95499.6f
   Web of Science ®Google Scholar
• Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99, 561–574. doi:10.1037/0022-0663.99.3.561
   Web of Science ®Google Scholar
• Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450–461.
   Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037/0003-066X.55.1.68
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children’s perceptions. Journal of Personality and Social Psychology, 50, 550–558. doi:10.1037/0022-3514.50.3.550
   Web of Science ®Google Scholar
• Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social Psychology, 45, 736–750. doi:10.1037/0022-3514.45.4.736
   Web of Science ®Google Scholar
• Saenz, V. B., & Ponjuan, L. (2009). The vanishing Latino male in higher education. Journal of Hispanic Higher Education, 8, 54–89. doi:10.1177/1538192708326995
   Google Scholar
• Sansone, C. (1989). Competence feedback, task feedback, and intrinsic interest: An examination of process and context. Journal of Experimental Social Psychology, 25(4), 343–361. doi:10.1016/0022-1031(89)90027-9
   Web of Science ®Google Scholar
• Shevlin, M., Banyard, P., Davies, M., & Griffiths, M. (2000). The validity of student evaluation of teaching in higher education: Love me, love my lectures? Assessment & Evaluation in Higher Education, 25(4), 397–405. doi:10.1080/713611436
   Google Scholar
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153–189. doi:10.3102/0034654307313795
   Web of Science ®Google Scholar
• Sorincelli, M. D. (1991). Research findings on the seven principles. In A. W. Chickering & Z. F. Gamson (Eds.), Applying the seven principles of good practice in undergraduate education—New directions for teaching and learning (Vol. 47, pp. 13–25). San Francisco, CA: Jossey-Boss Inc. Publishers.
   Google Scholar
• Squires, J., Faulkner, J., & Hite, C. (2009). Do the math: Course redesign’s impact on learning and scheduling. Community College Journal of Research and Practice, 33, 883–886. doi:10.1080/10668920903149723
   Google Scholar
• Star, J. R., & Seifert, C. (2006). The development of flexibility in equation solving. Contemporary Educational Psychology, 31, 280–300. doi:10.1016/j.cedpsych.2005.08.001
   Web of Science ®Google Scholar
• Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23, 159–188. doi:10.1007/s10648-010-9142-7
   Web of Science ®Google Scholar
• Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89–125. doi:10.3102/00346543045001089
   Web of Science ®Google Scholar
• Tirrell, T., & Quick, D. (2012). Chickering’s seven principles of good practice: Student attrition in community college online courses. Community College Journal of Research and Practice, 36, 580–590. doi:10.1080/10668920903054907
   Google Scholar
• Wachtel, H. K. (1998). Student evaluation of college teaching effectiveness: A brief review. Assessment & Evaluation in Higher Education, 23, 191–212. doi:10.1080/0260293980230207
   Google Scholar
• Weisburst, E., Daugherty, L., Miller, T., Martorell, P., & Cossairt, J. (2017). Innovative pathways through developmental and postsecondary success. An examination of developmental math interventions across Texas. Journal of Higher Education, 88, 183–209. doi:10.1080/00221546.2016.1243956
   Web of Science ®Google Scholar
• Wilson, M. E. (2004). Teaching, learning, and millennial students. New Directions For Student Services, 106, 59–71. doi:10.1002/ss.125
   Google Scholar
• Yamada, H., & Bryk, A. S. (2016). Assessing the first two years’ effectiveness of Statway® A multilevel model with propensity score matching. Community College Review, 44, 179–204. doi:10.1177/0091552116643162
   Web of Science ®Google Scholar
• Zientek, L. R., Yetkiner, O., Fong, C. J., & Griffin, M. (2013). Student success in developmental mathematics. Community College Journal of Research and Practice, 37, 990–1010. doi:10.1080/10668926.2010.491993
   Google Scholar