Using Practitioner Research to Improve an Instructor’s Practice in an Accelerated Developmental Reading and Writing Course

This dissertation study utilized practitioner research to analyze a developmental reading and writing course focused on an accelerated curriculum, problem-based learning, and a sociocultural perspective on academic literacy, which I taught at a community college. The study collected information-rich data from three students who participated in semi-structured interviews. This study applied the Framework for Success in Postsecondary Writing to analyze the course curriculum and resulted in recommended changes to three assignments based on the Framework for Success in Postsecondary Writing: (1) The Educational Autobiography, (2) the Summary Assignment, and (3) Letter Assignment, and four themes based on the student interviews: (1) Prior Negative Schooling Experiences, (2) Various Challenges, (3) Support Systems, and (4) Ownership of Learning. The findings suggest that it may be beneficial to teach writing expectations through authentic rhetorical situations, teach writing processes in all developmental assignments, and assist students in building support systems.