Terms of Endearment: Words that Define and Guide Developmental Education

Arendale, David R.

doi:10.1080/10790195.2005.10850174

Cited by 17 publications

(22 citation statements)

References 5 publications

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“…Current language defines and limits it (Arendale, 2005b;Clowes, 1980;Gardner, 2000;Higbee, 1996;Maxwell, 1997;McGrath and Spear, 1994). New partners create synergy that raises academic achievement and persistence towards graduation (Upcraft, Gardner, and Barefoot, 2005).…”

Section: Discussionmentioning

confidence: 97%

“…This section turns to shifting perceptions and values dramatically affecting the field and the students it serves. The diversity of language describing the field contributes to misunderstanding (Arendale, 2005b). As others outside the profession define it based on its murky language, some stigmatize learning assistance participants and those providing the service.…”

Section: Challenges Of Shifting Perceptions and Valuesmentioning

confidence: 94%

“…Terms that were generally accepted in the past or present such as "compensatory," "remedial," or "developmental" become stigmatized later (Arendale, 2005b;Jehangir, 2002;Pedelty, 2001). Some words assume new and different meanings based on the personal agenda of a few (Clowes, 1980;Rubin, 1987).…”

Section: Perceptions Of Learning Assistance Framed By the Language Dementioning

confidence: 98%

“…In most areas of higher education, the progression of names is a historical process, with one term dominating the literature. In this field, these terms are frequently used simultaneously and interchangeably (Arendale, 2005b). Language reflects culture and confusion existing in the culture (Rice, 1980).…”

Section: Perceptions Of Learning Assistance Framed By the Language Dementioning

confidence: 99%

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Executive SummaryForewordAcknowledgmentsIntroductionCurrent Challenges and Controversies for Learning AssistanceLack of Knowledge About the History of Learning AssistanceChallenges of Shifting Perceptions and ValuesFinancial Challenges for Learning AssistanceSummaryHistory of Learning Assistance in U.S. Postsecondary EducationPhase One: 1600s to 1820sPhase Two: 1830s to 1860sPhase Three: 1870s to Mid‐1940sPhase Four: Mid‐1940s to 1970sPhase Five: 1970s to Mid‐1990sPhase Six: Mid‐1990s to the PresentSummaryThe Current Nature and Scope of Learning AssistanceAnnual Scope of Learning AssistanceCost Estimates for Providing Learning AssistanceApproaches to and Systems of Learning AssistanceThe Institution's Requirements for ChangeSummaryBest Practices and Models in Learning AssistanceEducational Theories and PedagogiesEvidence‐Based Best PracticesCategories of Best PracticesThe Future of the FieldRecommendations for Future ResearchRecommendations for ChangeSummaryReferencesName IndexSubject IndexAbout the Author

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Section: Discussionmentioning

confidence: 97%

Section: Challenges Of Shifting Perceptions and Valuesmentioning

confidence: 94%

Section: Perceptions Of Learning Assistance Framed By the Language Dementioning

confidence: 98%

Section: Perceptions Of Learning Assistance Framed By the Language Dementioning

confidence: 99%

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2010

ASHE Higher Education Report

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“…The need for basic skills education-also known as remedial or developmental educationbecame evident when academically underprepared students began to enroll in colleges and universities (Arendale, 2005). Demand for basic skills also increased in vocational and job training programs, particularly because of the need to provide students with the basic skills to begin job-specific instruction (Grubb & Kalman, 1994).…”

Section: The Basic Skills Focusmentioning

confidence: 99%