Presents major elements of a comprehensive pilot program called DEPTH (Developmental Education: A Program That Helps) implemented in 1977 at Raymond Walters General and Technical College. Discusses orientation program, course content and organization, advising, and program evaluation. (DR)

Presents abstracts of three documents from the ERIC junior college collection that deal with two-year college remedial/developmental education. (DR)

A study shows that in classrooms where teachers are simultaneously considerate and less structured, success of the disadvantaged student is the rule. (Author/MLF)

Latest findings show that positive effects of early childhood educational programs for the disadvantaged (e.g., Headstart, Follow Through) often do not show in achievement until later grades. There seems to be a significant difference in I.Q. gains in programs involving home visits by program professionals. (CS)

The program for remedial instruction in mathematics developed at Southern Illinois University is described. The program involves coordination of counselling, classroom lectures, and workshop sessions. Students with specific deficiencies are assigned to self-learning modules. (SD)

Describes a model of intervention that is designed to support and encourage literacy development among children whose families are or recently have been homeless. The article then places this model within a global context, discussing the broader implications of providing literacy support services for homeless families. (GR)

Focusing on the high failure rate among first-year learners, particularly at black universities, explored student perceptions of their studies. Found that for these students, learner preparation was a non-significant, while lecture style was a significant, influence on their perceptions of university studies. Recommends that students be taught to…

Presents the findings of an interview study of first-year engineering students' approaches to studying. Focuses on the data to illustrate the construct of dissonant study orchestration as it is manifested in the everyday academic reality of these students' learning behavior. Includes references. (CMK)

Describes the experiences of an American teacher in an inner-city Melbourne school that primarily serves recent immigrants to Australia. Reflects on both overt and more subtle forms of educational discrimination found in Australian and U.S. schools. (SV)

A survey of adults in basic training courses in England suggested that, although many welcomed greater flexibility and wider access to institutions, they were realistic about their limitations to undertake distance learning and home study. Open learning modes may unintentionally raise new barriers to participation by the educationally…

Job Training and Partnership Act programs can provide schools with a variety of options and resources for building Education for Employment programs to meet the needs of at-risk students. These programs focus on basic academic skills, work maturity skills, and job-specific skills. (Author/TE)

Describes life during the Depression era by studying narrative and visual portrayals of African American children in both rural and urban settings. Sources include Richard Wright's "12 Million Black Voices" and Stella Gentry Sharpe's "Tobe" as well as work that critically analyzes these narrative and visual documentations of…

Partnership for Access to Higher Mathematics uses fiber-optic technology in a partnership program among Southwest Texas State University, the San Marcos School District, the telephone company, and the community to significantly improve the mathematical skills of at-risk students. (MLF)

Voluntary national standards will not correct the gross inequities in the educational experiences of poor children and do not address the question of "Whose knowledge is of most worth?" Content standards enable schools and policymakers to avoid addressing the substantive causes of student failure. (SK)

Tracked the college careers of 378 students who entered college through a special program for academically underprepared students. Results indicated that students' academic self-concept and achievement expectancies were related to their subsequent school withdrawal. Found differences in the relationship between attitudes and school withdrawal of…