Abstract
This longitudinal, qualitative study explores developmental English students’ experience of remediation in the context of a first-semester learning community (LC). Conducted at an urban community college in the Northeast, data were collected through semi-structured interviews conducted over a 3-year period with a cohort of 15 students who were placed into a first-semester LC that linked the lowest level of developmental English with Introduction to Psychology and a student development course. Findings shed light on students’ changing perceptions of their placement in remedial English, their insights into LC participation, and reveal implications for community college research and practice. Developmental students’ experiences, voices, and perspectives are the focus of this study and are analyzed in the context of the highly contentious debate over college remediation.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
