The redesign of the instructional delivery of developmental mathematics courses is currently commonplace. This study reports the results of a survey of faculty who teach various models of accelerated developmental mathematics (ADM) courses in 2- and 4-year colleges across the United States. Findings reported and described include the positive…

Three community college faculty members used improvement science techniques to design, develop, and refine contextualized developmental mathematics lessons, where language and literacy pedagogy and related supports figured prominently in these instructional materials. This article reports on the role that their design experiences played in…

The Fifth Edition of the :Handbook of Research on Teaching" is an essential resource for students and scholars dedicated to the study of teaching and learning. The volume covers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of…

Effective professional learning requires that staff developers thoughtfully plan to meet varying teacher needs and be responsive to differences--that they model the differentiation teachers will practice in the classroom. Staff developers must be mindful of participants' current learning needs and plan according to their readiness, interest, and…

Reports on a study of New York community colleges that examined five criteria important to faculty development: (1) the existence of a formal development program; (2) reward structure; (3) faculty ownership; (4) colleague support for good teaching; and (5) administrator support. Study results indicated that faculty development is a low priority.…