In this testimony by Alexander Mayer, Deputy Director, Postsecondary Education, Manpower Demonstration Research Corporation (MDRC), Before the New Jersey State Assembly Higher Education Committee, the following three points are emphasized: (1) Developmental education is a major challenge facing low-income college students in New Jersey and across…

Calls for the revitalization and reform of developmental studies programs in postsecondary education. Compares practices of the 1960s and 1970s with those needed in the 1980s. Cites recommendations of the Dallas County Community College District's Developmental Studies Task Force for reaffirmation and commitment to developmental education. (DMM)

Contends that confused language reflects the confused state of the field of developmental education. Provides examples of the imprecise vocabulary used in the literature and coursework of developmental education. Suggests that concepts be clarified and jargon be eliminated. (CAM)

Identifies ways in which remedial/developmental programs are like and unlike other academic programs for evaluation purposes. Offers a four-stage evaluation model representing four different levels of activity and points at which evaluation can be conducted. (DMM)

Introduces the Myers-Briggs Type Indicator (MBTI) as an aid to developmental education. Describes the development of the MBTI, its unique aspects, and its value in the instructional process, in the developmental classroom, and in fields other than education. Lists sources of additional information. (DMM)

Discusses the development of the National Center for Developmental Education (NCDE), from its conception as a regional consortium to its expansion as a national resource center. Describes the NCDE's mission of teaching, service, and research. Reviews the Kellogg Institute, providing advanced training for experienced developmental educators, and…

Presents the standards and guidelines developed by the Council for the Advancement of Standards for Student Services/Development Programs for learning assistance programs, covering mission, program, leadership and management, organization and administration, human resources, funding, facilities, legal responsibilities, campus/community relations,…

Reviews sources of information on materials for teaching reasoning with a microcomputer. Suggests microcomputer magazines, catalogs of commercial materials, CONDUIT (a nonprofit organization devoted to educational computer use), and local microcomputer users groups. Lists Apple II software for strategy games with reasoning applications. (DMM)

Provides information about learning disabilities for the developmental educator. Discusses the multidisciplinary nature of its definition, the middle-class orientation of the movement, and the instructional methods and programs available for adolescents. Encourages the development of postsecondary programs geared to individual student needs. (CAM)

Argues that remedial mathematics instruction involving only a hierarchy of instructional units fails to impart methods of mathematical inquiry and thus isolates the student from the learning process. Suggests involving the student by teaching concept development, rather than manipulative skills, and relating mathematics to students' lives. (JP)

Examines the differences between remedial and developmental reading programs and their places in higher education. Finds a consistency among definitions of remedial reading but no clear consensus for developmental reading. Sees a clear delineation between remedial and developmental students. Offers guidelines for programs and instruction…

Identifies three dominant terms used to describe programs for underprepared college students: remedial, compensatory, and developmental education. Describes the historical antecedents of each and proposes more precise uses for the terms to quell their unsystematic differentiation in the literature and to improve program planning and evaluation.

Compares qualitative and quantitative research in developmental program evaluation. Reports on a small-scale, field study evaluating the academic self-esteem of students in an academic skills program. Concludes that the exploratory and indicative nature of qualitative research can provide information on students' affective development and enhance…

Considers the characteristics of developmental educators, trends and pressures for change in the field, and ways of responding to changes and possible futures. Suggests that developmental educators build on their flexibility and adaptability, work together, maintain a student orientation, and strive toward professionalism. (DMM)

Discusses the future role of developmental education and educators. Predicts changes in jobs and life and learning perceptions that will affect teaching methods and techniques. Sees increases in developmental studies influencing economics, production, cultural identity, and interrelationship recognition. (DMM)