Describes the methodology and findings of a study conducted to determine: (1) the percentage of students who considered themselves weak in an academic area and who took advantage of college assistance programs addressing that deficiency; and (2) student reasons and faculty perceptions regarding lack of participation in remedial programs. (DMM)

A methodology used in the areas of anatomy terminology, behavioral science concepts, and applied mathematics both to identify students with deficiencies and to provide remediation is described. The methodology involves empirical identification of what students need to know, the use of specially constructed criterion-referenced tests, and…

The writing lab/tutorial program at Syracuse University uses a system of internal communication through recordkeeping that helps maintain continuity between classroom and lab activities. The recordkeeping procedures include referral forms, information forms, conference record sheets and student folders. (JMD)

Discusses four phases of developmental education in community colleges: pretransfer, handicapped, remedial, and adult basic education (ABE). R eviews literature regarding enrollments, program costs, faculty attitudes, and program effectiveness in each area. (DR)

The Contingencies for Learning Academic and Social Skills (CLASS) program is described. CLASS is a comprehensive, self-contained behavior management package designed for remediation of the behavior problems of disruptive, acting-out students in Kindergarten through grade 3. (Author/MH)

Describes a study in which 53 effective teachers of developmental English in two-year colleges were asked to rate the importance of 42 rhetorical, pedagogical, and human interaction teaching competencies and indicate how or if they had acquired them. (JM)

The system of competency tests used by the University of Georgia System is examined. Arguments for and against the tests developed by the state board of regents are presented, and the issue of racial discrimination is also addressed. (JMF)

Although an increasing number of minority students are entering engineering schools, the attrition rate for this group is considerably higher than for majority students. Attempts to deal with this problem are discussed, including remedial programs, recruiting and counseling, and seeking federal support. (JMF)

Presents a case study of an adult student preparing for her first year of college through a writing course and work in a writing workshop. Explains complicating circumstances in the student's life. Presents four professional responses commenting on the difficulties of the situation and possible solutions. (TB)

The effectiveness of the Mathematical Skills Foundation Programme at Memorial University of Newfoundland (Canada), a program that evaluates the mathematical knowledge of each student to individualize instruction, was studied with data from 304 students. Results suggest that the remedial program did not have a positive measurable effect on students…

Argues that writing is a social practice, and as such, student writing should be thought of as part of the larger society. Reports on responses from 393 (over 50% of those solicited) students in developmental writing courses, which indicate that students want to feel they have a stake in their own learning. (Contains 26 references.) (NB)

Investigates whether aptitude/achievement subgroups of developmental college students differ in their reported use of self-regulated learning strategies, task value, and grade expectations. Reports that only low-achieving and low-aptitude students differed significantly from their peers, indicating that subgroups may have a greater need for…

Discusses the increasing number of legal challenges to high-stakes testing, which can potentially impact developmental education programs nationally. Analyzes challenges to the tests in four states, and suggests that the No Child Left Behind Act (NCLB) may lead to lawsuits if a child has not received an appropriate education. (Contains 15…

Argues that online instructors have a great impact on the quality of a student's online experience. Demonstrates through the author's personal experience as an online instructor that written communication skills are essential in an online classroom. (Contains seven references.) (NB)

Argues that supplemental instruction (SI) leaders may not always contribute to helpful instruction. Asserts that SI supervisors must train SI leaders about what is helpful and unhelpful for students. Suggests that more research be done to determine which practices are most helpful for students. Contains six references. (MZ)