Abstract

Abstract:

Although the majority of college freshmen enroll at community colleges, very few research studies focus on this context. In addition, what research does exist often overlooks important practitioner concerns, such as instruction. In this article we argue that supporting generalizable education research conducted by community college practitioners can address this gap. We seek to start a conversation about the benefits of such research, to both the education research community and to educational practices at community colleges. We draw on findings from a large community college system where this kind of research has been systematically supported for the last 15 years.

pdf

Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 1575-1606
Launched on MUSE
2019-07-12
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.