Abstract

Abstract:

If our nation's colleges and universities are to become able to educate differentially prepared students, we need to understand better the ways that the growing number of underprepared students navigates college. In particular, research is needed that identifies the practices of the underprepared college students who complete remedial education and successfully continue their education. This case study of an innovative remedial math program at a tribal college explores the practices of successful underprepared students and the ways in which faculty and staff scaffold these practices.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 61-101
Launched on MUSE
2018-10-05
Open Access
No
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