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This qualitative study uses interview data from 20 faculty and 20 students in corequisite math and English courses at a diverse community college system to examine how validation-informed teaching strategies and support structures affect academic success. Findings highlight validating learning environments that address academic and interpersonal needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/validating-classrooms-teaching-strategies-to-advance-equity-in-developmental-education/590255/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/validating-classrooms-teaching-strategies-to-advance-equity-in-developmental-education/590255.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about corequisite developmental education?","Question",{"text":112,"@type":113},"The study examines how validation theory can shape faculty teaching strategies and support structures to increase academic success for corequisite students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers collect data and from whom?",{"text":117,"@type":113},"The qualitative study used interview data from 20 faculty and 20 students in corequisite math and English courses.",{"name":119,"@type":110,"acceptedAnswer":120},"What characterizes the most effective validating learning environments found in the study?",{"text":121,"@type":113},"The most effective faculty created environments that addressed students’ academic and interpersonal needs, with course pass rates about 20% above the institutional average.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590255,1792160561,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–16 DOI: 10. 1177/23328584241309575  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nValidating Classrooms: Teaching Strategies to Advance Equity  \nin Developmental Education  \nSusana H. Hernández  \nNorthern Arizona University  \nLyle McKinney  \nUniversity of Houston  \nAndrea Burridge  \nCatherine O’Brien  \nHouston Community College  \nResearch on developmental education reform has given surprisingly limited attention to what happens inside the classroom between faculty and students. Our qualitative study used interview data from 20 faculty and 20 students in corequisite math and English courses at one of the nation’s largest and most racially diverse community college systems. Specifically, we used validation theory to examine faculty teaching strategies and support structures that may increase academic success among corequisite students. Our findings demonstrate that the most effective faculty, who often had course pass rates 20% above the institutional average, created validating learning environments that addressed students’ academic and interpersonal needs. We provide recommendations for expanding the use of validating teaching and learning practices in corequisite-developmental education courses to ensure more equitable student outcomes.  \nKeywords: Classroom research, community colleges, developmental education, faculty development, instructional practices, qualitative research  \nNationally, more than two-thirds of first-year community college students are deemed academically underprepared and enroll in math and/or English developmental education courses (Ganga et al., 2018). Among the students who enroll, racially minoritized1 students (i.e., Black, Latinx, Indigenous) are overrepresented in this group (Bickerstaff et al., 2022; Brathwaite & Edgecombe, 2018; EmblomCallahan et al., 2019; Logue et al., 2019) . This leads to equity concerns since enrollment in developmental education is a strong predictor of student persistence, and consequently, a student’s likelihood of ever earning a postsecondary credential (Bailey et al., 2010; Edgecombe & Bickerstaff, 2018) . Research has also shown traditional developmental education delivery models are linked to lower completion and transfer rates (Bickerstaff et al., 2022; Emblom-Callahan et al., 2019; Ganga et al., 2018) .  \nAs a result, more state-wide and national efforts have been made to reform developmental education instruction, many of which are showing promising student success outcomes (Complete College America [CCA], 2021) . This is  \nparticularly true for corequisite courses where students are simultaneously enrolled in a support course and collegelevel math or English course (Daugherty et al., 2018; Emblom-Callahan et al., 2019; Logue et al., 2019; Vandal, 2014). Students are then able to begin their college career by taking college-level coursework while also receiving structured academic support (CCA, 2021; Vandal, 2014) . The goal is for students to begin college-level coursework immediately, with appropriate supports, and accelerate their eventual completion or transfer.  \nEmerging research has shown an increase in first-year pass rates with students enrolled in the corequisite model when compared to their peers in traditional developmental education courses (Logue et al., 2019; T. Miller et al., 2022; Ran & Lin, 2022). Georgia, New York, and West Virginia are some of the states that implemented the corequisite model early on and have seen success (CCA, 2021) . Yet, equity concerns remain where racially minoritized students are again overrepresented in the 30% of students who do not pass within the corequisite model (Brathwaite & Edgecombe,  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms ","cbCaivQ8UODuFtt5","https://ap.wps.com/l/cbCaivQ8UODuFtt5","pdf",537008,16,"English","# Validating Classrooms: Teaching Strategies to Advance Equity\n## Study purpose and research focus\n## Context: developmental education and equity concerns\n## Corequisite model and student outcomes\n## Validation theory and classroom strategies\n## Findings and recommendations","[{\"question\":\"What question does the study investigate about corequisite developmental education?\",\"answer\":\"The study examines how validation theory can shape faculty teaching strategies and support structures to increase academic success for corequisite students.\"},{\"question\":\"How did the researchers collect data and from whom?\",\"answer\":\"The qualitative study used interview data from 20 faculty and 20 students in corequisite math and English courses.\"},{\"question\":\"What characterizes the most effective validating learning environments found in the study?\",\"answer\":\"The most effective faculty created environments that addressed students’ academic and interpersonal needs, with course pass rates about 20% above the institutional average.\"}]","Validating Classrooms - Teaching Strategies to Advance Equity in Developmental Education | PDF",1792069179]