Describes a study of 300 college and university basic skills programs conducted to obtain information on organization, skills emphasis, placement and exit criteria, staff training and professional development, effective teacher qualities, and relationships with other college programs and services. Summarizes site visit and survey findings…

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…

Lists seven government agencies as potential sources of funding for developmental education programs. Each agency listing, provides details related to funding goals, the restrictions placed upon the use of funds, applicant eligibility criteria, and sources of further information. (JP)

Scores on the Career Decision-Making Self-Efficacy Scale for 418 underprepared undergraduates were analyzed to determine component structure. Two distinct components for underprepared students were identified: information gathering and decision making, which accounted for 60% of variance among scale items. (SK)

Kaplan Educational Centers and Sylvan Learning Centers, private remedial instruction programs, are being used increasingly to move students through college remedial programs more quickly, either through oversight or teaching. One uses its own instructors; the other hires teachers already employed by client colleges. Some find the services…

Argues that instructors involved in academic assistance must become familiar with the academic demands their students face in different content courses. Discusses four methods to gather such information, and shows how to identify relevant strategies for students to practice with actual course texts. (SR)

Describes a model of developmental education for college students used with great success by the Reading and Writing Center at the University of Florida. Discusses how it uses reading tests, think-alouds, and conferences to promote an exchange of learning between instructor and student. (SR)

Describes the Detroit Area Pre-College Engineering Program (DAPCEP), which places African American students on the path to careers in math, science, and engineering. As a result, 90 percent of its students go on to college, and more than 60 percent pursue technology degrees. (EV)

Presents examples of developmental students who support each other both personally and academically during the transitional first year of college. Describes the learning communities program, in which linked developmental classes specifically encourage cross-disciplinary learning and peer collaboration. Emphasizes the necessity for students to take…

Stresses the importance of questioning as a key element in the art of learning. Defines three types of questions: (1) multisystem, which considers more than one relevant viewpoint in thinking through a problem, issue, or question; (2) one-system, which can be tested with a multiple-choice format; and (3) no-system, which are matters of sheer…

Describes the developmental studies program at Prince George's County Community College, a successful effort to improve retention rates and graduate students with high levels of academic competence. Stresses the importance of testing and remediation in reading, English, and mathematics; coordination with high schools; the learning community…

Presents a report of 21 developmental college students speaking out about their success or failure in college. Discusses students' explanations of why they feel they were either successful or unsuccessful in obtaining high grades and/or honors in their pursuit of a higher degree. (SC)

Explores the current research on the effectiveness of remedial courses. Defines remediation in relation to developmental education, discusses the purpose of such courses, and explores the circumstances under which remedial courses succeed or fail in the accomplishment of their goals. Asserts that all students who require remediation should expect…

Claims developmental education has been the central medium of upward social mobility for the American lower and middle classes. Outlines the accomplishments of developmental educators as well as the national trends that bear directly upon the work of developmental educators. (NH)

Proposes a comprehensive theory that focuses on the developmental education environment. Unites three basic concepts in this perspective--demandingness, responsiveness, and self-regulation--and uses them to organize, explain, and predict useful techniques for practitioners. Seeks to stimulate further research on developmental education practices…