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No Child Left Behind Act 20011
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Goldwasser, Molly; Martin, Kimberly; Harris, Eugenia – Journal of Developmental Education, 2017
This paper presents a framework for educators, administrators, and researchers to assess distinct facets of developmental education programs. The researchers review the literature on best practices in developmental education with regards to program cost, program structure, and student placement procedures. This paper also identifies seven model…
Descriptors: Developmental Programs, Program Evaluation, Evaluation Methods, Best Practices
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Walker, Sylvia E. – Journal of Developmental Education, 2017
The purpose of this project was two-fold. First, it would provide an opportunity for students to complete the developmental math course sequence more quickly, thereby enabling students to proceed to a college-level mathematics course sooner. To accomplish this, the classroom was designed with computer-assisted homework courses that blended…
Descriptors: Remedial Mathematics, Introductory Courses, Advanced Courses, Algebra
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Pierce, Calisa A. – Journal of Developmental Education, 2017
With the continuing national emphases on acceleration and completion, an integrated reading and writing course (a combined developmental reading and developmental writing course, with all levels compressed into a single course) is one way to move students more quickly and efficiently through the developmental sequence while still maintaining…
Descriptors: Evidence Based Practice, Community Colleges, Integrated Curriculum, College Programs
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Adams, Peter – Journal of Developmental Education, 2017
Mike Rose is a professor in the UCLA Graduate School of Education and Information Studies. He has taught in a wide range of educational settings - from elementary school to adult literacy and job training programs--and has directed an Educational Opportunity (EOP) tutorial center. He is an author and member of the National Academy of Education and…
Descriptors: Interviews, Faculty Development, Vocational Education, College Preparation
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Ingalls, Amy L. – Journal of Developmental Education, 2017
The purpose of this study was to assess whether Facebook (FB), as an LMS (Learning Management System) may be used in a developmental writing course, may build a community of learners in ENG*K012, and may enhance the presence of a supportive shared community to build confidence in students' writing and/or sharing their writing. An additional…
Descriptors: Social Media, Integrated Learning Systems, Educational Technology, Technology Uses in Education
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Acee, T. W.; Barry, W. J.; Flaggs, D. A.; Holschuh, J. P.; Daniels, S.; Schrauth, M. – Journal of Developmental Education, 2017
Nationally, developmental mathematics courses have some of the highest failure and withdrawal rates of postsecondary courses. A wide range of factors may be contributing to students' struggles in these courses. In order to help identify these factors, we asked students enrolled in developmental mathematics to identify factors interfering with…
Descriptors: College Mathematics, Academic Achievement, Academic Persistence, Holistic Approach
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Arendale, David R.; Hane, Amanda R. – Journal of Developmental Education, 2016
Postsecondary peer assisted learning programs often cite improving academic achievement for students. This qualitative study investigated the potential effect of serving as student facilitators of a peer study group on their future vocation. This was a replication of previous studies of personal and professional outcomes for study group…
Descriptors: Academic Achievement, Qualitative Research, Undergraduate Students, Professional Development
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Camfield, Eileen Kogl – Journal of Developmental Education, 2016
Building on previous studies of college students' writing self-efficacy beliefs, this article presents the empirical foundation for a reconceptualized understanding of this identity process. The study assessed 131 college freshmen enrolled in a developmental writing course who were evaluated holistically using grounded theory methodology. The…
Descriptors: Writing Skills, Self Efficacy, Student Attitudes, College Freshmen
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Atuahene, Francis; Russell, Tammy A. – Journal of Developmental Education, 2016
The majority of high school students, particularly underrepresented minorities (URMs) from low socioeconomic backgrounds are graduating from high school less prepared academically for advanced-level college mathematics. Using 2009 and 2010 course enrollment data, several statistical analyses (multiple linear regression, Cochran Mantel Haenszel…
Descriptors: College Freshmen, College Mathematics, Readiness, Multiple Regression Analysis
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Hesser, Tiffany L.; Gregory, Jess L. – Journal of Developmental Education, 2016
A lack of college readiness can affect student success in the classroom and impact retention rates. It has been recommended that all students be placed in courses with college-level content but that added support be provided for students identified as underprepared. This study examines the impact of added instructional time and support embedded…
Descriptors: College Freshmen, College Readiness, College Science, Chemistry
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Caverly, David C.; Taylor, Judi Salsburg; Dimino, Renee K.; Lampi, Jodi P. – Journal of Developmental Education, 2016
The first "Connecting Practice and Research" column (Lampi, Dimino, & Salsburg Taylor, 2015), introduced a Research-to-Practice partnership (Coburn & Penuel, 2016) between two faculty from a community college and a university professor who were aiming to develop effective integrated reading and writing (IRW) instruction through a…
Descriptors: Theory Practice Relationship, Integrated Activities, Reading Instruction, Writing Instruction
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Saxon, D. Patrick; Martirosyan, Nara M.; Vick, Nicholas T. – Journal of Developmental Education, 2016
This is the second of a two-part column that reports the results of a qualitative study of instructors and their implementation of Integrated Reading and Writing (IRW) courses. The study participants include members of the National Association for Developmental Education (NADE) and had attended an IRW professional development event at the NADE…
Descriptors: Best Practices, Integrated Activities, Reading Instruction, Writing Instruction
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Cafarella, Brian – Journal of Developmental Education, 2016
Community colleges are facing increased pressure to accelerate students through their developmental mathematics sequence. However, many individuals feel that some state legislatures and college leaders are frequently bypassing developmental math faculty expertise when implementing acceleration and compression initiatives. This qualitative study…
Descriptors: Mathematics, Mathematics Education, Mathematics Instruction, Remedial Mathematics
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Walker, Luann – Journal of Developmental Education, 2016
This article presents an interview with Rick A. Sheets, who has been working in learning assistance, faculty training, and technology support for over 30 years. He collaborated with Frank Christ as the co-founder and webmaster of the Learning Support Centers in Higher Education (LSCHE) website, a resource established in 1996 for learning center…
Descriptors: Learning Resources Centers, Tutors, Tutor Training, Certification
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Buttram, Shirley – Journal of Developmental Education, 2016
Colleges and universities across the United States are still enrolling students who are underprepared for college-level courses of study. Tinto (1998) stated at the Conference on Replacing Remediation in Higher Education: "Students are entering college with no more than a sixth-grade education in basic skills such as reading, writing, and…
Descriptors: Community Colleges, Communities of Practice, Program Development, Developmental Studies Programs
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