University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy
This chapter provides a practical model for social science teachers to integrate the best practices of developmental education within a course. The approach requires systemic changes in the learning environment that facilitate both higher educational outcomes and concurrent development of lifelong learning skills among all students. This new model stands in contrast with the traditional developmental education approach that identifies individual students within a class based on predictive measures and prescribes specific activities for them alone. This chapter’s narrative identifies practices used by the authors successfully with their college students in introductory courses in American history and world history.
Arendale, David R.; Ghere, David.
Integrating best practices of developmental education in introductory history courses.
University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy.
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