Literaturnachweis - Detailanzeige
| Autor/in | Jonas, Stephen |
|---|---|
| Institution | Lorain County Community Coll., Elyria, OH.; Ohio Board of Regents, Columbus. |
| Titel | Developmental Education Student Characteristics, 1977-1978. |
| Quelle | (1978), (41 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Quantitative Daten; Community Colleges; Developmental Programs; Educational History; Educational Needs; Financial Support; Full State Funding; Nontraditional Students; Open Enrollment; Program Effectiveness; Questionnaires; Remedial Programs; State Surveys; Statistical Data; Student Characteristics; Two Year College Students; Two Year Colleges; Ohio |
| Abstract | The increased number of nontraditional students in Ohio and a growing awareness of their needs have led to the recognition that developmental programs attempt to improve attitudes and skills for their own merit and are not necessarily remedial preparation for other courses. First used in the 1890's to narrow educational differences between classes, and later implemented for those studying on the GI Bill, developmental programs now provide a means for community colleges to serve all citizens, including those for whom traditional programs are inadequate. Recognizing the needs of these students, the Ohio Board of Regents began allotting funds in 1968 for the improvement of secondary school teachers and later shifted this funding to remedial programs at the college level. A 1977-78 survey that profiled 3,600 students in developmental programs indicated that only half were of the traditional college age; the longer students had been out of school, the more likely they were to attend college to improve their self-image; and there was no significant demographic difference between developmental students and college students in general. The positive effect of developmental education, as evidenced in numerous follow-up studies, justifies its continued funding. Survey findings and the questionnaire are appended. (JP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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