Developmental programs which have reached a relatively mature level of operation and can serve as regional models and resources for each other and for emerging programs are identified in this national directory. Introductory material discusses the need for and purpose of the directory, the selection process used to identify outstanding programs,…

Identifies ways in which remedial/developmental programs are like and unlike other academic programs for evaluation purposes. Offers a four-stage evaluation model representing four different levels of activity and points at which evaluation can be conducted. (DMM)

Provides an annotated bibliography of 13 publications, released between 1960 and 1983, which have had a major influence on the field of developmental education. (AYC)

Examines the differences between remedial and developmental reading programs and their places in higher education. Finds a consistency among definitions of remedial reading but no clear consensus for developmental reading. Sees a clear delineation between remedial and developmental students. Offers guidelines for programs and instruction…

Presents a series of exercises for developmental students which were designed to help students develop the cognitive skills related to the understanding of the grammatical structure and relationships of the English language rather than focusing on grammar itself. Describes how the tasks were implemented in class. (DMM)

Considers the characteristics of developmental educators, trends and pressures for change in the field, and ways of responding to changes and possible futures. Suggests that developmental educators build on their flexibility and adaptability, work together, maintain a student orientation, and strive toward professionalism. (DMM)

Urges instructors interested in applying computer technology in developmental education and learning assistance centers to survey campus and community computer resources, learn computer terminology, read computer literature, join computer organizations, and consult experts. Offers suggestions for choosing a computer system and programs, writing…

Reviews four types of student retention models identified in the literature (i.e., psychological, economic, organizational, and interactional). Describes and offers examples of four levels of developmental education programs, and identifies eight critical pedagogical components of developmental education. (DMM)

This booklet has been prepared to provide business, industry, labor, government, and educational groups with an overview of the economic development process as well as ideas for planning and implementing coordinated economic development activities. An overview defines economic development and provides premises upon which the definition was…

Describes the use of a focused learning strategy designed to help students in developing critical reading and writing skills. A major focus of the "learning to learn" strategy is decreasing student passivity through structured silent reading of relevant magazine and newspaper articles in a small group cooperative learning situation. (DMM)

J. Robert Hanson responds to questions concerning the "learning style" and "perceptual and judgement functions," styles common among developmental students and members of particular ethnic/social groups, the modification of teaching styles to accommodate students, coownership of the classroom, and ways teachers can facilitate…

Reports findings from a national survey of 1,269 representative colleges and universities, concerning institutional perceptions of the basic skills preparation of entering freshmen, the extent of students' needs for basic skills help at various types of institutions, and the ways in which institutions are responding to student needs. (AYC)

Enumerates teaching strategies designed to promote high student retention in developmental courses, which: (1) help develop effective working relationships between student and teacher; (2) assure effective classroom management; (3) promote student involvement in the learning process; and (4) help the instructor recognize his/her own professional…

Developmental writing students pose particular problems for composition instruction because of their pragmatic orientation and because they come from and live in an oral, nonliterate culture. The writing instructor must create writing situations that make real-world demands and bring about real-world consequences, and assign topics that students…

Analyzes factors internal to the tutor and tutee (i.e., cognition, metacognition, and affect) and external to them (e.g., teacher/tutor background knowledge, educational environment, content to be learned, socioeconomic status, family background, and cultural forces) that influence the tutoring process. Suggests a theoretical framework for…