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.
Critique of theories related to developmental education
Lundell, D. B., & Collins, T. (1999). Toward a theory of developmental education: The centrality of "discourse". In J. L. Higbee, & P. L. Dwinell (Eds.), The expanding role of developmental education (pp. 3-20). Morrow, GA: National Association for Developmental Education. Retrieved July 4, 2004, from: http://nade.net/documents/ mono99/mono99.1.pdf
After a review of various theories that have been used to define developmental education, the authors critique them regarding them. They found that most were theoretically underdeveloped. The authors recommend the idea of "Discourse" as articulated by James Paul Gee as a theory to guide developmental education.
Applying developmental theory to a math program
Kinney, D. P. (2001). Developmental theory: Application in a developmental mathematics program. Journal of Developmental Education, 25(2), 10-12, 14, 16, 18, 34.
The developmental theory concepts of self-regulation, demandingness, and responsiveness (Wambach, Brothen, and Dikel, 2000) are applied to a developmental mathematics program at the General College of the University of Minnesota.
Expanding the theory of developmental education
Higbee, J. L. (1996). Defining developmental education: A commentary. In J. L. Higbee, & P. I. Dwinell (Eds.), Defining developmental education (pp. 1-5). Morrow, GA: National Association for Developmental Education. Retrieved July 4, 2004, from: http://www. umkc.edu/cad/nade/nadedocs/96monpap/jhmpap96.htm
The author applies Chickering's Seven Vectors of College Student Development (1993) to understanding a theory of developmental education: developing competence, managing emotions, developing mature interpersonal relationships, establishing identity, developing purpose, developing integrity.
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.
Impact of demographics upon developmental education
Swail, W. S. (2002). Higher education and the new demographics: Questions for policy. Change Magazine, 34(4), 15-23.
The author notes the changing demographics of higher education which lead to increasing diversity upon entry into the institution, but at the same time reveal that low-income, first generation, and students of color are less likely to graduate than their counterparts. The author asks many policy questions that will need to be answered as higher education is held accountable for producing an educated workforce from the rapidly growing diverse population of the country.