In College, but Not Always Earning College Credit: Evidence-Based Instructional Strategies for Success During-and beyond-Developmental Courses

Autor/inn/en	Tighe, Elizabeth L.; Arrastía-Chisholm, Meagan C.; Pringle, Njeri M.
Titel	In College, but Not Always Earning College Credit: Evidence-Based Instructional Strategies for Success During-and beyond-Developmental Courses
Quelle	In: American Educator, 45 (2021) 1, S.16-21 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	College Students; College Readiness; Evidence Based Practice; Developmental Studies Programs; Student Motivation; Adult Learning; Student Needs; Skill Development; Reading Strategies; Writing Strategies; Multiple Literacies; Thinking Skills; Content Area Reading; Content Area Writing; Online Courses; Teaching Methods; Educational Technology; Technology Uses in Education; Mathematics Instruction; Mathematics Anxiety + Suchen Sie Ihr Suchwort? Collegestudent; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Schulische Motivation; Adulte education; Adult training; Erwachsenenbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Reading strategy; Leselernstufe; Lesetechnik; Schreibtechnik; Denkfähigkeit; Sinnerfassendes Lesen; Schriftliche Übung; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht
Abstract	Academically underprepared postsecondary students make up a large proportion of college campuses. Recent estimates indicate that up to 70 percent of incoming students at two-year community colleges and up to 40 percent of incoming students at four-year colleges enroll in developmental courses. There has been some criticism of the effectiveness of many of these developmental courses, as many students either do not complete them (most notably developmental mathematics) or do not progress to passing credit-bearing courses. Fortunately, there are supportive, developmental instructional strategies that a substantial body of research demonstrates to be effective. In this article, the authors begin with suggestions for motivating students that apply across subject areas. Then, they provide more detailed descriptions of several evidence-based strategies that developmental instructors can use across reading, writing, and mathematics courses. They also offer some tips for teaching on virtual platforms. Although they describe these strategies individually, they are best used in concert through a mix of whole-group, small-group, and individualized instruction. (ERIC).
Anmerkungen	American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01