Responding the challenges of developmental education
Author(s)
Bibliographic Information
Responding the challenges of developmental education
(New directions for community colleges)
Jossey-Bass, 2005
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
"Spring 2005"
Includes bibliographical references
Description and Table of Contents
Description
Developmental education is a core mission of the community college, and approximately 40 percent of entering community college students enroll in one ore more developmental math, English, or reading courses. The existing literature recommends several instructional and organization practices for developmental educators to follow in addressing the needs of those students. Despite the availability of these models, however, community colleges - each facing its own unique combination of students needs and available resources - continue to struggle in their efforts to effectively educate under prepared students and help them move onto and succeed in college-level courses.This volume of "New Directions for Community Colleges" offers a realistic assessment of the difficulties community colleges face in attempting to assist students who share the common characteristic of being under prepared for college-level work, but whose backgrounds, academic preparation, motivational levels, and goals are extraordinarily varied. The authors discuss the dangers of isolating developmental students, faculty, and curriculum from the broader academic structure of the college.
They provide examples of successful programs, and offer a range of recommendations that college administrators can adapt to their campuses and student populations. They also call for additional research on developmental education, especially systematic assessments of existing programs and qualitative research that captures the perceptions of the students for whom these programs are designed.
by "Nielsen BookData"