Literaturnachweis - Detailanzeige
Autor/inn/en | Rutschow, Elizabeth Zachry; Cormier, Maria Scott; Dukes, Dominique; Zamora, Diana E. Cruz |
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Institution | Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR); Columbia University, Community College Research Center; MDRC |
Titel | The Changing Landscape of Developmental Education Practices: Findings from a National Survey and Interviews with Postsecondary Institutions |
Quelle | (2019), (162 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Developmental Studies Programs; Remedial Instruction; Educational Practices; College Students; Educational Assessment; Student Evaluation; Student Placement; Student Personnel Services; Educational Change; Standardized Tests; College Readiness; Acceleration (Education); Learner Controlled Instruction; Integrated Curriculum; Reading Instruction; Writing Instruction; Tutoring; Supplementary Education; Educational Policy; State Policy; Progress Monitoring; Educational Strategies; Tennessee; Georgia; Texas Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Förderkurs; Bildungspraxis; Collegestudent; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Schülerpraktikum; Bildungsreform; Standadised tests; Standardisierter Test; Acceleration; Beschleunigung; Leseunterricht; Schreibunterricht; Förderkonzept; Nachhilfeunterricht; Ergänzungsunterricht; Politics of education; Bildungspolitik; Lehrstrategie |
Abstract | Research suggests that far more students are referred to developmental education courses than necessary, and that developmental education presents a barrier to students' success. As a result, many in the field have called for reforms to developmental education to address these challenges. This report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders. It examines practices in assessment, placement, instruction, and support services and finds that many colleges are experimenting with changes to traditional developmental education. A growing number of public colleges are using measures in addition to standardized tests, such as high school grades, to assess college readiness. Additionally, many colleges are implementing instructional reforms. The most prevalent of these are: compressing developmental courses into shorter periods, offering diverse math courses that align with students' careers, allowing students to determine their own learning pace, and integrating developmental reading and writing instruction into one course. However, while widespread, these reforms typically reach less than half of students at the colleges. [For the executive summary, see ED600435.] (As Provided). |
Anmerkungen | Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |