Describes a study examining the relationship between instructors' attitudes to students' ratings of the instructors in remedial and developmental studies courses. Indicates that "instructor concern" for students and 12 associated characteristics were the most important factors identified by students. Discusses applications and implications of the…

Evaluates the effectiveness of calculator usage in the learning of basic skills by developmental mathematics students with respect to increasing mathematical performance, as measured by a "no calculator permitted" content specific test. Results show calculator usage neither positively nor negatively affected the attainment of basic skills.…

Reports on author's experiences using lower-division developmental education (DE) students as teaching assistants in developmental social science courses. Includes benefits, such as assisting in students' socialization and dispelling DE stigma, and drawbacks, such as tension created by authoritarian role. Also includes comments made by students…

Discusses seating arrangements in small developmental classes, suggesting that having students sit in a semi-circle or work in small groups can be effective ways to keep students from attempting to disappear in the back of the class. Also offers ways to deal with this issue in a computer classroom. (NB)

Reports on study of 20 classes of developmental studies mathematics at Middle Tennessee State University. The experimental group received mid-term grade reports, while the control group did not. The study found no significant difference between experimental group and control group between midterm and final grade report averages. Posttest scores…

Argues for the academic performance and retention benefits of Supplemental Instruction (SI). Among other things, SI increases retention, increases final course grade averages, increases overall GPAs, improves thinking and study skills, and increases graduation rates. Compares a list of Chickering's 7 Principles to the practices of SI programs.…

States that faculty often attribute developmental students' academic difficulties to poor motivation. Investigates motivational differences between 60 developmental students and 74 regular-admission students enrolled in either a community college or a residential university. Results of t-test on motivational levels measured by the self-report…

Reports that as the number of students required to complete developmental mathematics courses increase, faculty turn to the American Mathematical Association of Two-Year Colleges (AMATYC) standards as guidelines for better instructional methods. Describes the necessity for educators to decide how graphing calculators can be used most effectively…

Reports that developmental freshmen taking a one-credit remedial learning skills course did not receive grades significantly better or worse (either during or immediately after taking the course) than non-participating students. States that these results are consistent with other studies indicating that developmental freshmen need time to respond…

Offers suggestions for using folk tales from around the world and story-telling for classroom instruction. Because folk tales are ultimately about communication and the way people in a society interact, a multi-cultural class can make good use of them. Offers examples for application to language arts and social science courses. (Contains 9…

Identifies and refutes seven myths regarding developmental education. Indicates that developmental education programs have a long history in America, raise academic standards, contribute to retention, are cost-effective, serve a diverse population, should not be limited to community colleges, and do not repeat high school course offerings.…

Describes the implementation of a comprehensive developmental-mathematics program at Onondaga Community College (New York) that provides students with assistance, from the evaluation of their entry-level skills through their transition to credit-level courses. Discusses key elements of the program, such as placement testing, diagnostic services,…

Contends that developmental students can become more self-regulated in learning, appraising need for further study, deploying strategies to meet needs, and assessing their learning progress by using self-monitoring assignment record sheets developed by teachers. States that systematically tracking their performance helps students take ownership…

Argues that many developmental students succeed in college regardless of their basic academic ability and high school records. Presents data that suggest that, as a predictor of academic success over time, conscientiousness combined with metacognitive study skills is superior to ACT test performance. Suggests that proper developmental learning…

States that sixty-three percent of 125 developmental students who participated in a retention study in fall of 1995 subsequently left the university, citing financial and academic problems. Recommends improving student retention through the use of early introduction of financial, academic and career counseling, and development of a freshmen…