Describes the goals and status of developmental courses at Lewis and Clark Community College as they were when the college changed from a private to a public two-year college and relates present goals and status. Discusses growth in remedial enrollment, program expansion, and the importance of student evaluation and placement. (DD)

Describes the new mini-courses in freshman chemistry at Central State University. Compared to the traditional course, it was found that there were fewer withdrawals and that more students were achieving higher grades. (SA)

The imposition of minimum competency testing in high schools must be seen in a social and political context. Since many minority students have received an inferior education, minimum competency tests may be seen as a means of preventing these students from receiving their high school diplomas. (Author/RLV)

Discusses affordability of developmental education, maintenance of transfer curricula and general education requirements, prospects for individualized curricula, developing a community education ethic, reconciling curriculum with students' course taking pattern, and organization of curriculum. (MB)

Describes a resource room designed to provide credit in physical geology through independent work. Use of the room correlates positively with exam scores. (MA)

Described is a method of individual diagnosis and remediation of learning disabled children through the use of the method of equivalence which allows the precise specification of the nature of the educational handicap and suggests remediation approaches. (DB)

An educational support program model was conceived and implemented as a team effort involving academicians and student personnel administrators. The program operates 60 hours a week in the areas of counseling, English composition, mathematics and reading/study skills. Research data imply the programs enhance marginal students' opportunities for…

Describes a remedial college course in which discovery-based teaching and physical models are employed to teach students how to think. Discusses program content, program structure, program goals, results of the course, and the impact on student success in future science and math courses. (DKM)

Presents an interview with the director of the Supplemental Instruction (SI) Program at the University of Missouri, describing key elements of the technique in which study sessions are offered along with courses. Suggests that SI is widely used because it successfully reduces student attrition and is cost-effective. Reviews the development of…

The deficiencies and distortions revealed in studies of public understanding of science, intuitive physics, nutritional myths and misunderstandings, and mental mapping of geographical space are defects in information transfer from the physical and intellectual realms to the subjective realms of individuals (Popper's three "Worlds").…

Describes how elementary educators (a principal, a reading supervisor, and two first-grade teachers) collaborated to develop research-based procedures to help at-risk first-graders to become "word detectives." (SR)

Discusses mainstreaming and centralization, two ways in which community colleges organize developmental education. Compares these models in terms of instructional quality, ancillary services, teacher characteristics, student reactions, reputation, and remediation. Offers recommendations to college administrators and state policy makers for…

Offers a review of research conducted on reading comprehension, focusing on studies of the cognitive processes involved in the comprehension of the meaning of the microstructures and macrostructures of a text. (DMM)

A 2-year study of 25 learning-disabled children (ages 8-14) found that intelligence quotient had no relationship to learning ability in a remedial program. Self-concept predicted patterns of successful achievement in spelling, arithmetic, and written language but not in visual word recognition. (Author/JDD)

The article summarizes assumptions and components of the Direct Instruction Follow Through Model (K-Three) including curriculum, increased teaching time, efficient teaching techniques, thorough implementation, and increased teacher expectations. Research findings are summarized including achievement and affective data, performance of students with…