A Comprehensive Developmental Studies Program for International Students.

Autor/in	Dogger, Barbara
Titel	A Comprehensive Developmental Studies Program for International Students.
Quelle	(1981), (14 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Achievement Gains; Community Colleges; Daily Living Skills; Developmental Studies Programs; English (Second Language); Foreign Students; Program Descriptions; Remedial Mathematics; Remedial Reading; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Community college; Community College; Alltagsfertigkeit; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; English as second language; English; Second Language; Englisch als Zweitsprache; Leseförderung
Abstract	A comprehensive developmental studies program was initiated during Fall 1980 at Navarro College to help Micronesian and other international students become acquainted with American culture and to assist them in the areas of basic skills development, English as a second language (ESL), and career planning. The program offered a special course schedule consisting of a one-credit reading course covering study skills, comprehension, reading rate, and vocabulary; a one-credit course in fundamental math operations; a three-credit ESL course; and a three-credit human development course. The human development course provided survival skills information, such as how to open a bank account; an orientation to college life; instruction in American culture; and career information and vocational guidance. In addition, students enrolled in six to nine units of mainstream core coursework. All of the Micronesian students took the Human Development course, and their enrollment in the ESL and basic skills courses was determined by their performance on the Educational Testing Service Comparative Guidance and Placement Battery. The Fall 1980 academic progress of the students was encouraging, both in terms of the increases registered on pre- and post-tests and in terms of their overall grade point averages. The report details pre- and post-test scores for students in the math, reading, and ESL courses. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01