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 a study comparing two writing-based test preparation strategies--PORPE (Predict, Organize, Rehearse, Practice, and Evaluate) and POARE (Predict, Organize, Answer, Rehearse, and Evaluate). PORPE, which uses extensive writing, resulted in better essay-test and 2-week delayed multiple choice test results than POARE, which uses limited…

Describes a study comparing the effectiveness of desensitization techniques on the math anxiety and math self-concept of 96 traditional and nontraditional college students enrolled in developmental math classes. Math anxiety decreased for both traditional and nontraditional students after treatment, though it decreased more for traditional…

Describes the design and implementation of a Spiral Model for the introduction and repeated practice of study strategies, based on Taba's model for social studies. In a college reading and studies strategies course, key strategies were introduced early and used through several sets of humanities and social and physical sciences readings. (Contains…

Describes a study involving a set of 3 interviews conducted with 11 community college developmental reading students at the beginning, end, and 2 months after instruction in reading strategies to determine how the students defined their views of reading and of themselves as readers. Reports improvements in reading skills, self-efficacy, and…

Examines the effects of dependency on the tutor-student relationship in college writing centers. Reviews relevant articles in the psychological literature, discussing how their findings apply to dependent students in writing centers. Suggests several strategies that tutors may employ in conferences with such students. (Contains 14 citations.) (MAB)

Describes a study of the effects of small group instruction on the academic performance of underprepared minority college students enrolled in orientation courses. Students were placed in groups of four to engage in task-process oriented activities, while control group students received traditional lecture-oriented instruction. Finds higher scores…

Describes several basic writing research projects that reported results in the 1990's. Discusses the role of gender, the needs of special student populations, the influence of technology, and the importance of various testing and teaching strategies in writing programs. (16 references) (MAB)

Discusses the ways in which student and teacher perceptions of mathematics influence mathematics instruction in the classroom. Indicates that the two major views of mathematics are number-orientation and meaning-orientation. Suggests that developmental educators should teach their students to approach mathematics from a meaning-oriented…

Describes a study of basic skills testing in mathematics and reading. Examines the relationships between mathematics course performance and class standing, gender, age, transfer status, and math Scholastic Assessment Tests (SAT) scores; and reading course performance and verbal SAT, Nelson Denny Reading Test, and Degrees of Reading Power Test…

Describes Ball State University's (BSU's) academic support program for incoming freshmen, which utilizes the "Learning and Study Strategies Inventory" to assess the study skills of incoming freshmen. Indicates that BSU's program enhances student success through promptly identifying student study habit strengths and weaknesses and providing…

Explores the growing body of theory supporting the use of portfolios in student evaluations, including a review of the method's theoretical underpinnings and an account of additional supporting evidence. Suggests that portfolios provide students with a sense of ownership over their writing and creates an introspective classroom community. (18…

Describes an ethnographic study conducted to determine if writing could assist student learning in a college data processing class. Indicates that although most students were able to write expository essays and had passed the City Writing Assessment Test, there was little transfer of skills to course content. (MAB)

Examines the empowerment of women by focusing on the use of teacher-centered power in the classroom. Distinguishes between coercive and benevolent use of authority and shows how students, particularly nontraditional students, may benefit by a benevolent use of teacher-centered power in the classroom. (19 citations) (MAB)

Describes a study conducted to examine whether personal and educational variables could be used to predict differences between students attending a tutoring center once and those attending more often. Indicates that perceptions of caring in the tutoring center and tutor/student relationship and transfer of learning were significant in predicting…