Four Responses to CAPR's "Five Principles for Reforming Developmental Education: A Review of the Evidence"

Autor/inn/en	Bertrand Jones, Tamara; Lowe, Aisha; Lewis, Desmond; Roberts, Maxine
Institution	Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR); Columbia University, Community College Research Center (CCRC); MDRC
Titel	Four Responses to CAPR's "Five Principles for Reforming Developmental Education: A Review of the Evidence"
Quelle	(2022), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Developmental Studies Programs; Educational Principles; Educational Change; Evidence Based Practice; Remedial Instruction; Educational Benefits; Equal Education; Access to Education; Student Placement; Educational Policy; College Mathematics; College English; Student Needs; Holistic Approach; Student Centered Learning; Culturally Relevant Education; Curriculum Design; Curriculum Implementation; Systems Approach; Student Attitudes + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Bildungsprinzip; Bildungsreform; Förderkurs; Bildungsertrag; Education; Access; Bildung; Zugang; Bildungszugang; Schülerpraktikum; Politics of education; Bildungspolitik; Holistischer Ansatz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrplangestaltung; Systemischer Ansatz; Schülerverhalten
Abstract	In October 2022, the Center for the Analysis of Postsecondary Readiness (CAPR) released a systematic review of evaluation literature on developmental education reforms to identify interventions found to have positive effects on student outcomes entitled, "Five Principles for Developmental Education: A Review of the Evidence" (see ED624623). To supplement findings and recommendations found in the report, CAPR invited four individuals knowledgeable about developmental education to respond to the report based on their own experiences and perspectives. Dr. Tamara Bertrand Jones, associate professor of higher education at Florida State University; Dr. Aisha Lowe, vice chancellor for educational services and support at the California Community Colleges Chancellor's Office; Dr. Desmond Lewis, associate vice chancellor for college readiness at Houston Community College; and Dr. Maxine Roberts, director of Strong Start to Finish, contributed the short essays presented in this supplement. Their views and insights--based on many years of engagement with developmental education practice, policy, research, and reform--are a valuable complement to the CAPR report. One of the key commonalities in their responses is that while the current developmental education reform movement has produced real benefits for students, it still requires more intentional and targeted approaches to promote equity in student success. (ERIC).
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	2024/1/01