Theory, Practice, and the Future of Developmental Education

Autor/in	Chung, Carl J.
Titel	Theory, Practice, and the Future of Developmental Education
Quelle	In: Journal of Developmental Education, 28 (2005) 3, S.2-6 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-3907
Schlagwörter	Developmental Studies Programs; Educational Theories; Postsecondary Education; Remedial Programs; Skill Development; Developmental Psychology; Foundations of Education; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Educational theory; Theory of education; Bildungstheorie; Post-secondary education; Tertiäre Bildung; Förderprogramm; Kompetenzentwicklung; Qualifikationsentwicklung; Grundlagenausbildung; Theorie-Praxis-Beziehung
Abstract	The guiding premise of this article is that developmental education and learning assistance programs will continue to be undervalued and vulnerable as long as there is no overarching, shared theoretical framework that practitioners can (and want to) call their own. The traditional approach to addressing this theory crisis has been to import theories from outside the field. This article presents an alternative approach. Advantages and benefits of a practice-oriented approach are identified and briefly discussed. (Author).
Anmerkungen	Journal of Developmental Education, National Center for Developmental Education, Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10