Discusses criticisms of remedial courses and counters some with evidence from research. Describes the traditional approach to remedial-course delivery and explores alternatives, such as freshman seminars, supplemental instruction, paired courses, and critical-thinking instruction. Calls for a systematic relationship between assessment, advising,…

Developmental Education programs are designed to provide assistance to students who are academically under-prepared for college-level coursework. Previous issues of "Data Notes" compared the outcomes of developmental students completing all of their required developmental courses to those not requiring developmental education. Using data…

The English department at the University of Cincinnati recently initiated an experimental writing course for developmental students who used Apple IIc computers and the Bank Street Writer (BSW) word processing program. BSW was chosen because of its overall simplicity, efficiency, and accessibility. The first two weeks of the course consisted of…

This examination of the issues of reform pertinent to adult and developmental education focuses largely on the activities and recommendations of the Learning, Assessment, Retention Consortium (LARC) of California with respect to these concerns. The first sections of the paper address the problem of underprepared college students, and the policy…

This paper presents an examination of community college students enrolled in developmental mathematics courses, and their subsequent academic performance in college-level coursework. The study was undertaken to obtain an historical perspective of remedial education in American community colleges and to review the research related to developmental…

Cites three ERIC documents. The first describes the Guided Studies Program at Clackamas Community College (Oregon). The second focuses on developmental programs in higher education nationwide. The third provides the results of a national project to examine programs for the underprepared college students. (AYC)

Investigates using comprehension monitoring as a technique for problem solving by students in three different sections of developmental algebra. Concludes that students who receive increased emphasis in the use of comprehension monitoring strategies perform better than those who do not receive the training. (Contains 16 references.) (NB)

Cites recent publications about developmental education. Offers annotated references to nine reports, studies, and briefs that cover issues ranging from the academic success of remedial students to the effectiveness of institutions' remedial programs. (NB)

Responds to Anne G. Koehler's "A New Paradigm for Teaching with Technology," which appeared in the Journal of Developmental Education (vol.22, issue 1, Fall 1998). States that the main objective in developmental education is for students to learn, but that teachers should also keep current with new technology and effectively monitor and redesign…

Describes the first of three levels, or generations, in the development of online courses. Explores the design and value of generation one (G1) activities, including steps such as prewriting, drafting, editing, and presenting. Discusses the value of G1 courses and provides some examples. Future issues will address G2 and G3 online courses.…

States that community college students' special needs (developmental and remedial) should be emphasized in community college libraries. Explores different techniques that can and have been utilized for this purpose along with the political and motivational obstacles to implementing them. Programs described include bibliographic instruction,…

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…

Compares the effects of explicit instruction of the Preread-Read-Organize-Review (PROR) textbook reading strategy in a course-based context (where students apply reading strategies to their own college textbooks) versus a content-based context (where students apply reading strategies only to texts provided in the reading class). Draws no…

The guiding premise of this article is that developmental education and learning assistance programs will continue to be undervalued and vulnerable as long as there is no overarching, shared theoretical framework that practitioners can (and want to) call their own. The traditional approach to addressing this theory crisis has been to import…

A study was conducted to compare remedial/developmental programs of study in the community college system of Kansas with those offered by the state's university system for the fiscal year 1985. Study findings included the following: (1) all of the Regents' universities and all of the state's community colleges offered remedial/developmental…