Group items tagged

By Gerry Everding, as part of the Washington University in St. Louis Newsroom, March 1 2006. Researchers from Washington University completed this study, saying that frequent quizzes may help students in terms of understanding and retaining information.

GSCC faculty, in the Student Context: Whole Person thread, brought in this article, which as mentioned in either ped circle of Coffee Klatch, as part of a discussion on quizzes.

Trudy Smoke, Published in Journal of Basic Writing, Vol 20, No 2 Fall 2001, pages 88-96. This bookmark is to the citation in ERIC. Article is available through the ProQuest Research Library database.

By Michael W. Galbraith, and Melanie Jones in Journal of Developmental Education; 30.2 (2006): 20-27. Author's abstract: This article suggests that a balance of the art and science of teaching is essential if the learning and teaching process is to be a meaningful and rewarding educational journey. This notion is explored through a dialogue, held over a 3 year period, with a developmental mathematics instructor at a community college who discovered that technique alone was not sufficient to becoming a good instructor. An unusual situation occurred as a result of the dialogue: Discussion of research-based literature on college teaching and personal experiential reflectivity merged and resulted in an organizing framework for understanding the artistic and mechanic elements of effective instruction. Full text by subscription. Check with your local library. This is a link to the TOC on the National Center for Developmental Education's website.

"The Education Commission of the States (ECS), in collaboration with Knowledge in the Public Interest (KPI), Policy Research on Preparation, Access and Remedial Education (PREPARE) at the University of Massachusetts Boston, seeks to leverage developmental education at postsecondary institutions as a critical component of state efforts to increase college attainment rates through Getting Past Go. The national initiative will help education policy leaders align state and system policy to increase the college success of the large percentage of students enrolled in postsecondary education who require remedial and developmental education."

Produced by the Office of Institutional Research and Assessment, Division of Information Technology at LaGuardia Community College, part of The City University of new York. September 2010. Includes profiles of the student body (general and entering students), enrollment profile, and demographics about degrees earned.

Part of the Contextualization discussion, backing up the statistic that, at LaGuardia, more students need developmental math than writing.

Results from a classroom research project focused on why author Katie Hern had only a 55% pass rate in three sections of her developmental English course.

Mentioned in Putting It All Together by author and Jam participant Katie Hern.

By Mike Rose. New York: Free Press; London: Collier Macmillan (1989) Book Description:"Remedial, illiterate, intellectually deficient--these are the stigmas that define the educational underclass to which Mike Rose once belonged. Here, he tells of his personal journey from a Los Angeles ghetto to a major research university, bringing a vital challenge to those who must shape America's educational agenda.

Mentioned by L.H. in Developing a Pedagogy Matters Manifesto.

Public Agenda provides research that bridges the gap between American leaders and what the public really thinks about issues ranging from education to foreign policy to immigration to religion and civility in American life.

Mentioned by Jammer in Developing a Pedagogy Matters Manifesto as a potential collaborator to promote public dialogue.

A comprehensive evaluation of Achieving the Dream, a nationwide program designed to boost the academic success of community college students, reveals that overall trends in student outcomes at the first 26 institutions to join the project remained relatively unchanged after five years, even though the colleges adopted a wide range of strategies to improve them.