A study of limited English proficient students' perceptions of the effectiveness of research-based best practices in developmental education reading courses at the University of Texas-Pan American.

摘要

The purpose of this study is to assess the research-based best practices instructors at The University of Texas-Pan American (UTPA) implement in their developmental education reading courses, and if these practices effectively address our Mexican, Mexican-American, and Hispanic Limited English Proficient (LEP) population. The data I collected and analyzed for this study consisted of qualitative and quantitative self-evaluation and self- identity questionnaire feedback from students enrolled in developmental education reading courses focusing primarily on the students who are Mexican, Mexican-American, or Hispanic and LEP for the purpose of measuring these students' perceptions of the teaching practices employed. In order to strengthen the findings of this study, other types of qualitative data was also collected and analyzed such as instructor interviews. The results this study yields focuses on providing recommendations based on the final data analysis and calls for future research with specific developmental education student populations.