Using theory and research to improve access and retention in developmental education
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Using theory and research to improve access and retention in developmental education
Published Date
2005
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Jossey-Bass
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Book chapter
Abstract
Developmental education is an essential part of the community college mission; McCabe and Day (1998) estimated that more than two million students each year would drop out of postsecondary education without participation in one or more developmental education activities. To educate these students effectively, community colleges should implement best practices that have been proven effective via rigorous research and evaluation based on strong theoretical foundations. This chapter discusses the major theoretical perspectives that have shaped the profession in the past and provide the foundation for today’s professional practice. The chapter then presents findings from current research from both student and institutional perspectives evaluating a wide array of developmental education models. The chapter concludes with recommendations for future research.
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10.1002/cc.181
Previously Published Citation
Higbee, J. L., Arendale, D. R., & Lundell, D. B. (2005). Using theory and research to improve access and retention in developmental education. In C. A. Kozeracki (Ed.), Responding to the challenges of developmental education. (New Directions for Community Colleges No. 129, pp. 5-15). San Francisco: Jossey-Bass. doi: 10.1002/cc.181
Suggested citation
Higbee, Jeanne L; Arendale, David R.; Lundell, Dana B. (2005). Using theory and research to improve access and retention in developmental education. Retrieved from the University Digital Conservancy, 10.1002/cc.181.
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