In this response to the critiques by Jensen and McVicker Hunt, we focus on the meaning of g, the permanence of effects produced by early education, and the educational significance of IQ gains produced by early education programs. New longitudinal data from our study presented. (Author/RD)

Examines the Motivational Theory and Time Continuum models of developmental student motivation, focusing on teacher responsibilities. Indicates that blending the two models provides a procedure for analyzing the student audience, a list of potential motivational strategies, and suggestions for constructing motivational objectives. (15 citations)…

In response to the Perkins Vocational and Applied Technology Act, schools and colleges across the country are rushing to launch "tech prep" education programs. The resulting 2 + 2 programs are designed primarily for 16- to 20-year-olds who complete high school and then go on for postsecondary education in a technical or practical field.…

A number of sources have focused upon the lower socio-economic category of community college students and their success in completing a four-year college program. Some are pessimistic, claiming that very low percentages of two-year college students ever graduate from four-year college programs, and that most who drop out are from low income…

This paper examines remedial programs in colleges and discusses the relationship of those programs to diagnostic testing. The Basic Skills Placement Test (BSPT) is required of all College freshman in New Jersey public colleges. Mercer County Community College, used as an example throughout this paper, uses the BSPT as a basis for placing students…

Developmental education, confined to the lower division, is a key to opportunity for historically Black institutions to advance Black professional education and employment. Tension exists between the goals of excellence and equal educational opportunity, exacerbated by competition for Black students. Coordination between these and professional…

Argues that both personal and text-based essays should be used in teaching writing to students in developmental composition courses. Suggests that combining the two approaches and using short fiction or fictive autobiographies as course readings helps to initiate the student's transition from personal to text-based writing. (Contains 21…

Identifies six types of developmental studies students: those who made educational decisions adversely affecting their academic future; adult learners; students whose academic weaknesses were ignored; foreign students; handicapped students; and students with weak academic commitments. Suggests that developmental programs represent the only avenue…

Argues against the diminishing emphasis on mathematics as a logic system. Examines some of the basic tenets of logic and argues that when mathematics students are shown how to use logic and reasoning rather than memorization, they are able to develop stronger critical thinking skills. (AUTH/NB)

Asks a number of questions concerning the delivery of multicultural education, including, "How do we define multiculturalism?" and, "Whose responsibility is it to provide equity in higher education?" Articulates 10 guiding principles for achieving equity in institutions of higher learning, and offers a brief discussion of these principles.…

Discusses the goal of assessment in developmental writing classes. Stresses the need for instructors to be aware of the impact of their comments on student progress. Asserts that, in developmental classes, students may lack a number of skills, but the instructor needs to emphasize what students can offer and encourage them to move beyond their…

Suggests that higher education historians often ignore or minimize the history of developmental education. Argues that this memory distortion may be an effort to avoid the discomfort of facing the history of inequity in higher education. (Contains 28 references.) (NB)

Terry O'Banion discusses the history of the League for Innovation in the Community College, defines developmental and remedial education, presents several alternatives to the deficit model of developmental education, describes barriers to changing this model, highlights programs for improving self-concept, and identifies important faculty…

Edmund W. Gordon, noted for his research on diverse human characteristics and pedagogy related to the education of low-status populations, responds to questions on learning styles and their modification, cultural background, hemispheric dominance, instructional design, teaching methods, matching teacher and student characteristics, and the use of…

Developmental students have special needs that challenge a faculty advising program. Faculty advisors should avail themselves of all sources of data, including students, instructors, and the university counseling center and/or student assessment center to provide necessary support for successful student assimilation. (MSE)