This article describes the bilingual/multicultural curriculum models developed by four Head Start projects. (DB)

Suggests developmental reading courses that permit the student to explore the text's meaning through his or her own experiences, rather than impressing on them one "correct" meaning. (HTH)

The second in a three-part series outlining Greenville Technical College's developmental studies program, this segment discusses the growth and functions of the Developmental Studies Division's counseling service, the Student Success Center. (Author/DR)

Presents abstracts of three documents from the ERIC junior college collection that deal with two-year college remedial and developmental education. (DR)

Describes a developmental framework that incorporates four supervision models. This reflects changes that occur during supervision and offers the supervisor and trainee a means of conceptualizing developmental stages of supervision. Professionalization occurs during supervision as the trainee assumes greater responsibility for the content of…

Remedial education is contrary to traditional educational principles, for it operates only after a child has failed. Instead failure should be prevented by developmental, individualized instruction. Furthermore, remedial education isolates and emphasizes skill deficits and may lead to teaching for the test. (Author/SJL)

Describes a videotaped presentation designed to improve students' attitudes toward library use. Program concentrates on the student as the center of the learning process; emphasizes a nonthreatening atmosphere, demonstrates practical application of resources, and shows students successfully using library resources to solve problems. (DR)

The challenge to the international health education field and its leadership is not to design and recommend programs and/or solutions, but rather to study needs, problems, and values of people, and then to assist them in designing their own programs relevant to their needs and problems. (MB)

Discusses the Gateway Program at New Jersey's Rutgers University, in which departments administer their own developmental classes. Describes reasons for the program's success, including small class sizes, providing students with gradual increases in autonomy, frequent assessment and feedback, and teaching strategies that require participation.…

Kentucky is reintroducing the norm-referenced, multiple-choice test. Students will be given both performance and multiple-choice tests, beginning in spring 1997. Kean believes this multiple-measures approach is a common-sense way to provide the measurement-driven accountability that most states require. Neill deplores multiple-choice testing and…

Describes an "integrative outreach" program designed to meet the developmental needs of adolescents in the Maine state child welfare system. Claims the program activities mirror and promote the adolescent transition from acting-out behavior to emotional verbalization and therefore may provide an intermediate step between traditional…

Discussion of the use of video in rural development projects highlights animation at the village level, training, and monitoring and evaluation of project management as examples of successful video integration. A pilot project to test the use of video as an integrated support to management is then described. (26 references) (LRW)

Discusses issues of information technology as they relate to the future of developmental education. Characterizes the potential applications for laptop-based technologies, telecommunications, and hypermedia. Suggests that educators will need to teach developmental students how to use the technology as an extension of their minds. (MAB)

Examined effects of the Grow with Guidance System, a systematic affective education program, on students and teachers in elementary school. Findings from 224 students and 11 teachers revealed that teachers who used the program were perceived by students as more inviting, and that students who participated in the program demonstrated more…

Describes Interplay, a program to help problem kids develop the confidence they need to become active learners. The idea is to create a sense of cohesive group identity, using activities that help children respect each other, support each other's learning attempts, and accept each other's mistakes as necessary steps in learning. (MLH)