Developmental Education: A Rapidly Expanding Function

Lombardi, John V.

doi:10.1177/009155217900700109

Cited by 7 publications

(4 citation statements)

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“…Some (Pepper, 1978;Roueche & Kirk, 1973;Zwerling, 1977) have claimed that the programs are successful in that student deficiencies in academic performance and level of selfconcept have been remediated. However, others (Craig, 1975;Lombardi, 1979;Losak, 1972;Moore, 1976) have found that students in developmental programs experienced no greater gains than comparable nondevelopmental students.…”

Section: Introductionmentioning

confidence: 97%

Factors Related to Success and Failure in Developmental Mathematics in the Community College

Eldersveld¹

1983

Community Junior College Research Quarterly of Research and Pra

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This study identified variables that were related to success and failure in developmental mathematics in eight Illinois community colleges. A discriminant analysis identified the following variables as discriminators in the total population (N = 513): numerical skills, instructional method, age, self-assessment of knowledge of mathematics and attitude toward mathematics. In the traditional instruction group (N = 250), self-assessment of knowledge of mathematics, age, and numerical skills were discriminators, while in the nontraditional instruction group (N = 263,), numerical skills, age, and self-assessment of attitude toward mathematics discriminated between success and failure. Finally, the educational implications of the results are discussed, and a composite description of the successful developmental mathematics student is presented.

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Section: Introductionmentioning

confidence: 97%

Factors Related to Success and Failure in Developmental Mathematics in the Community College

Eldersveld¹

1983

Community Junior College Research Quarterly of Research and Pra

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“…During the 1979-80 academic year, a ten-page questionnaire was sent to the head librarian or director of fifty-two publicly supported, two-year community colleges in the state of Texas to determine the answer to several questions: (1) What role was the community-college library/LRC playing in the education of developmental studies students in this particular state? (2) What institutional factors, if any, appeared related to a high level of library services to developmental programs?…”

Section: Methodology: Survey Of Texas Community College Library Servimentioning

confidence: 99%

“…Lombardi defines developmental education as that segment of the community-college curriculum that is comprised of pre-transfer, handicapped, remedial, and adult basic education (ABE) courses. 1 Although developmental education, according to Lombardi, is often used synonymously with the term remedial, the trend today is to define it in broader terms than just those courses and programs for the academically disadvantaged. This new definition includes any courses that help students ''overcome any deficiencies they have in their preparation for postsecondary education. "…”

Section: A Recent Suroey Of Texas Community College Libraries Revealementioning

confidence: 99%

Services to Developmental Education Students in the Community College: Does the Library Have a Role?

Truett¹

1983

CRL

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“…In community colleges, it was not uncommon to find students with low ACT and SAT scores, poor writing and speaking skills, poor self-image, diffused goals, unsuccessful learning experiences, and a dislike and fear of science and mathematics (Friedlander, 1979). Studies showed that students needing remedial education comprised between one-fourth and two-thirds of each entering class (Lombardi, 1979). Many community colleges have responded by providing programs aimed at helping such students to overcome deficiencies in reading, vocabulary, writing skills, mathematics, and study skills, so that they are more likely to succeed in courses in the transfer and occupational educational programs.…”

Section: The Problemmentioning

confidence: 99%