Chung, C. J. (2005). Theory, practice, and the future of developmental education. Journal of Developmental Education, 28(3), 2-4, 6,8, 10, 32.
This article forcefully argues at an overarching, shared theoretical framework is necessary for developmental education practitioners. Rather than importing theories and applying them with developmental education, an alternative approach that is practice-oriented is recommended for adoption. There are three stages in this practice-oriented approach: 1. Practitioners engage in reflection-in-action; 2. based upon their reflection-in-action, practitioners articulate a personal theory; and 3. Compare personal theories at different levels and find commonalities.