info@woodslane.com.au
Contact us on (02) 8445 2300
For all customer service and order enquiries

WOODSLANE

Popular Subjects

Woodslane Online Catalogues

9780761819912 Add to Cart Academic Inspection Copy

Selected Models of Developmental Education Programs in Higher Education

Description
Author
Biography
Table of
Contents
Google
Preview
Selected Models of Developmental Education Programs in Higher Education includes models that are based on defendable theories about how students grow and develop at all levels of the learning continuum. These models emphasize the theories and concepts that underlie developmental education as a field of practice and research with a theoretical foundation in developmental psychology and learning theory. The theory-based models consist of methods and techniques for implementing developmental education activities and ways of creating environments intended to improve developmental students' learning outcomes. These models include a rationale, a theory that justifies the models and an explanation of how the models are designed. The rationale is supported by empirical evidence that the models work. These models were selected because they represent varied frames of reference toward educational goals and objectives. Therefore, this book is a valuable resource for scholars, researchers, educators, and practitioners seeking to improve developmental students' learning outcomes in developmental education programs, in institutions of higher education.
Vernon L. Farmer is Assistant Vice President for Academic Affairs, Acting Dean, School of Graduate Studies and Research, and Professor of Educational Leadership, College of Education at Grambling State University, Grambling, Louisiana. Wilton A. Barham is Associate Professor, Interim Director and Coordinator of Doctoral Studies and Internships in the Department of Educational Leadership, College of Education, Grambling State University.
Chapter 1 Preface Chapter 2 Acknowledgments Chapter 3 Introduction: Chapter 4 Prologue: A Viewpoint on Modeling Chapter 5 Developmental Students: Why are They Here and Who are They? Chapter 6 Models of Affective and Cognitive Support Services: Chapter 7 A Developmental Information Processing Model: Metacognition and Self-Regulated Learning Chapter 8 A Model to Provide Learning Assistance for All Students Chapter 9 A Comprehensive Model of Affective and Cognitive Support Services for Developmental College Students Chapter 10 A Counseling Model for Developmental Learners: A Comprehensive Approach Chapter 11 Developmental Academic Advising Model Chapter 12 An Alternative Assessment Model for College Admission and Matriculation
Google Preview content