Community colleges are the primary providers of remedial/developmental education. The cost, an ongoing values debate and varied institutional ideologies have led to a standard array of programs and services whose administration and efficacy vary from institution to institution. While leadership can be exercised at all levels of an institution, the president is considered to have a key role in policy-making and program outcomes.
This study investigates the attitudes of community college presidents throughout the United States toward remedial/developmental education. The study also sheds light on the composition of programs and services for remedial students and clarifies the importance placed on those services by community college leaders. The relationships between attitudes, leadership behaviors, and programs and services were explored.
Through an original, self-administered opinion survey and analysis of respondent websites, the study found that presidents held overall positive attitudes about the mission of the community college to serve underprepared students. Variations in attitude were observed relative to perceptions of developmental students. The data show that presidents hold individual ideologies consistent with previously identified concepts of institutional ideologies. Survey data revealed consistency in the array of policies, programs and services and their perceived importance. Discrepancies between stated policies and services and those visible on the websites were documented. New and emerging strategies in developmental programming were identified.
|Commitee:||Robbins, Cornelius V., Schiller, Kathryn|
|School:||State University of New York at Albany|
|Department:||Educational Administration and Policy Studies|
|School Location:||United States -- New York|
|Source:||DAI-A 71/05, Dissertation Abstracts International|
|Subjects:||Community college education, Higher Education Administration, Higher education|
|Keywords:||Community college, Developmental, President, Remedial, Remedial education|
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