This blog focuses on my scholarship in my five research projects: learning assistance and equity programs, student peer study group programs, learning technologies, Universal Design for Learning, and history simulations. And occasional observations about life.
Expanding the theory and vision for developmental education
Higbee, J. L. (2000). Commentary: Who is the developmental student? The Learning Assistance Review, 5(1), 41-50.
The author writes in the conclusion, "Who is the developmental student? More appropriate question might be, 'Is there any student who would not benefit from courses, programs, and services designed to enhance academic achievement and promote the development of the individual to his or her full potential?'" The author argues for an expansion of the definition, mission, and service area of developmental education for a wider student body.
Theory leading the future of developmental education
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.
New theory base for developmental education
Brothen, T., & Wambach, C. (2002). Developmental theory: The next steps. The Learning Assistance Review, 7(2), 37-44. Retrieved July 4, 2004, from http://www.eiu. edu/~lrnasst/nclca/nclcajoi.htm
After providing a short summary of their theory of developmental education (self-regulation, demandingness, and responsiveness), the authors recommend several ways to implement the theory within general education courses. Such an integrated approach to developmental education, rather than the traditional separate track system, will require institutional commitment as well as professional development in new learning pedagogies for those who instruct the new courses.