Innovative Developmental Education Programs: A Texas Model

Autor/inn/en	Booth, Eric A.; Capraro, Mary Margaret; Capraro, Robert M.; Chaudhuri, Nandita; Dyer, James; Marchbanks, Miner P., III
Titel	Innovative Developmental Education Programs: A Texas Model
Quelle	In: Journal of Developmental Education, 38 (2014) 1, S.2-4 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-3907
Schlagwörter	Educational Innovation; Models; Developmental Programs; Public Policy; State Aid; Program Effectiveness; Program Evaluation; Statistical Analysis; Qualitative Research; Interviews; Focus Groups; Self Disclosure (Individuals); Curriculum Design; Instructional Innovation; Educational Strategies; School Support; Educational Policy; Institutional Research; Institutional Characteristics; Program Implementation; Barriers; Faculty Development; Acceleration (Education); Educational Counseling; Skill Development; Progress Monitoring; Texas + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Analogiemodell; Entwicklungsplan; Öffentliche Ordnung; Programme evaluation; Programmevaluation; Statistische Analyse; Qualitative Forschung; Interviewing; Interviewtechnik; Lehrplangestaltung; Educational Innovation; Lehrstrategie; Schulförderverein; Politics of education; Bildungspolitik; Institutionelle Forschung; Acceleration; Beschleunigung; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This article provides insights from a 2-year, cross-site evaluation of state funded developmental education sites and serves as a focus article for response by those sites. Receiving grants from the Texas Higher Education Coordinating Board (THECB), nine sites (5 community colleges and 4 universities) implemented innovative developmental education programs in Texas. The Public Policy Research Institute at Texas A&M University was charged with evaluating the nine sites. A cross-site program evaluation collected quantitative data from the sites to determine success rates for students enrolled in their programs. Qualitative methods were used primarily to interpret the quality indicators present across sites. Data in the form of interviews, focus groups, and self-reports were applied. The successes and challenges were organized into four thematic categories: Curriculum Design and Instructional Strategies, Faculty and Staff Supports, Structures Supporting Learning, and Policy Issues. Findings show that accelerated approaches via redesigned curriculum for shortened, completely or partially self-paced, corequisite, and blended courses helped accelerate student completion or transition to credit bearing courses for the motivated students. Alternative instructional strategies provided a high level of interaction between students and instructors and on-line, on-demand tutoring at the sites. Focused professional development for the DE instructors and administrators was found to be useful in learning to deal with specific student problems. (As Provided).
Anmerkungen	National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: http://ncde.appstate.edu/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01