The purpose of this study was to determine faculty members' self-reported use and implementation of good practices in their developmental mathematics classrooms. Participants in this study were full-time or part-time (adjunct) mathematics instructors that taught developmental mathematics courses at two-year colleges. Participants completed a…

This content analysis examines the topics, trends, and issues impacting developmental education and its professionals as evaluated by interviews that have appeared in the "Journal of Developmental Education" ("JDE") between the issuance of Volume 1 through Volume 39. A total of 76 interviews were analyzed with attention to…

This qualitative case study conducted at a community college examined links between student learning and faculty instruction within developmental education. The analysis of interviews, observations, student inventories, and institutional data identified faculty perceptions and responses to the challenges associated with teaching academically and…

The author explored the developmental courses of deep learning approach and critical thinking over a 2-year period. Latent growth curve modeling (LGM) procedures were used to test and trace the trajectories of both theoretical frameworks over time. Participants were 264 (119 women, 145 men) university undergraduates. The Deep Learning subscale of…

Faculty at a two-year community/technical college undertook a project in the spring 2010 semester to incorporate more intensive and intrusive academic advising into the Freshman Seminar (COL 105) course. A study was undertaken in which 14 sections of COL 105 were divided into an experimental group (taught by specially-trained instructors who…

Studies of students enrolled in computer-based instruction have yielded mixed results, with some reporting a high dropout rate. Tis article describes a quantitative study examining the probability of students' withdrawal from a computer- versus lecture-based developmental math course based on learning style, reasons for selecting the instructional…

Investigated children's preferred learning styles when exploring spatial concepts. Found that young children first develop the spatial concept of topology, which supports Piaget's theory, followed by the concepts of position. The two separate groups of children appeared to exhibit different learning styles when exploring space concepts. (AP)

Concludes that an individualized instruction program using cognitive style provides sufficient additional developmental benefits to college students to merit further study. (FL)

Many educators contend that standardized assessments coerce instructors into teaching-to-the-test, a method which they claim promotes rote learning, limits academic growth and marginalizes at-risk learners. However, this researcher asserts that when underachieving developmental community college students are instructed with techniques congruent…

If a community college is truly committed to the ideal of individualized learning, it must make a concerted effort to discern the learning style preferences of each student. This document demonstrates that the conceptual framework for such discernment exists in the theory of Educational Sciences, created by Dr. Joseph E. Hill of Oakland Community…

Presents findings from a study of 134 college students to determine differences in cognitive styles between developmental and regular admission students, focusing on the concept of field dependence and independence. Finds no significant differences, with 38% of the non-developmental and 40% of the developmental students being field independent.…

Presents research results comparing students' course content mastery in two study skills classes, one using traditional teaching methods and one utilizing McCarthy's 4MAT teaching model. 4MAT takes brain dominance into consideration and suggests specific instructor roles for students grouped according to learning style. (DMM)

Findings from a study of more than 600 technical college students revealed significant differences when global and simultaneous students were matched and mismatched with their hemisphericity. Significant relationships emerged between students' diagnosed hemisphericity (successive/simultaneous) and their learning-style preferences. (Author/IAH)

Argues that few new techniques for teaching remedial writing courses work. Suggests that learning styles, a research-based teaching approach, has demonstrated statistically significant results. Explains that learning styles aims to provide learning strategies that are compatible with individual learners. Reports on two experiments conducted at an…

Describes the developmental education program at Southeastern Louisiana State University and explains how it meets the needs of students who enter the university with inadequate academic preparation. Reports on a study that examined the students' self-concepts, attitudes toward reading, and learning styles. (FL)