References for Developmental Education and Learning Assistance

ACADEMIC COACHING

Griffin, K. A., Eury, J. L., & Gaffney, M. E. (2015). Digging deeper: Exploring the relationship between mentoring, developmental interactions, and student agency. New Directions for Higher Education, 71, 13-22.

Webberman, A. L. (2011). Academic coaching to promote student success: An interview with Carol Carter. Journal of Developmental Education, 35(2), 18-20.

ACCELERATED/COMPRESSED

Booth, E. A., Capraro, M. M., Capraro, R. M., Chaudhuri, N., Dyer, J., & Marchbanks III, M. P. (2014). Innovative developmental education programs: A Texas model. Journal of Developmental Education, 38(1), 2-18.

Cho, S. W., Kopko, E., Jenkins, D., & Jaggars, S. S. (2012). New evidence of success for community college remedial English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP) (CCRC Working Paper No. 53). New York, NY: Columbia University, Teachers College, Community College Research Center.

Edgecombe, N. (2011). Accelerating the academic achievement of students referred to developmental education. CCRC Working Paper No. 30. New York: Community College Research Center, Teachers College, Columbia University.

Hatch, D. K., & Bohlig, E. M. (2015). The scope and design of structured group learning experiences at community colleges. Community College Journal of Research & Practice, 39(9), 819-838.

Jaggars, Shanna S., Nikki Edgecombe, and Georgia W. Stacey. 2014. “What We Know About Accelerated Developmental Education.” New York: Community College Research Center, Teachers College, Columbia University.

Jones, S. (2015). The game changers: Strategies to boost college completion and close attainment gaps. Change: The Magazine of Higher Learning, 47(2), 24-29.

Rutschow, E. Z., & Diamond, J. (2015). Laying the foundations: Early findings from the New Mathways project. MDRC. Retrieved from http://www.mdrc.org/publication/laying-foundations

Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education students. New York, NY: MDRC.

Sheldon, C. Q., & Durdella, N. R. (2010). Success rates for students taking compressed and regular length developmental courses in the community college. Community College Journal of Research & Practice, 34 Issue (1/2), 39-54.

AFFECTIVE DOMAIN

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.

Campbell, P.S. (2016). Self-Efficacy in a Co-requisite Model of Developmental Mathematics and College Algebra: A Qualitative Analysis of Student Perceptions (Doctoral Dissertation). Retrieved from https://ttu-ir.tdl.org/ttu-ir/handle/2346/66121

Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational  Psychologist, 32, 195–208.

Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94, 660.

AUTISM (VISUAL LEARNING)

Kempe, A. and C. Tissot (2012).  The use of drama to teach social skills in a special school setting for students with autism.  Support for Learning 27(3), 97-102.

Kovess-Masfety, V., K. Keys, et al. (2016).  Is time spent playing video game associated with mental health, cognitive and social skills in young children?  Social Psychiatry and Psychiatric Epidemiology, 51(3), 349-357.

Raede, D. (2016).  Why people with Aspergers play video games.  Retrieved April 22, 2016, from https://www.aspergerexperts.com/go/playvideogames/

Trammell, J. (2013). PRACTICE BRIEF: Modeling positive behaviors for postsecondary students with Autism/Asperger’s: The use of “Television Coaching”. Journal of Postsecondary Education & Disability, 26(2), 183-187.

Trembath, D. D., G. Vivanti, et al. (2015). “Accurate or assumed: Visual learning in children with ASD.” Journal of Autism & Developmental Disorders, 45(10): 3276-3287.

COGNITION AND METACOGNITION

Act., Inc. (2011). “The Condition of College & Career Readiness: 2011”  Retrieved from http://www.act.org/research/policymakers/cccr11/index.html

Bandura, A. (1997).  Self-efficacy:  The exercise of control.  New York:  Freeman.

Boylan, H. (2001). Making the case for developmental education. Research in
Developmental Education , 12 (2), 1-4.

Chiu-hui, W. & Cody, M. (2010).  ‘The United States is America?’:  A cultural
perspective on READ 180 materials.  Language, Culture and Curriculum, 23(2),
153-165.  Doi:10.1080/07908318.2010.49732

Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.) Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.

Conley, D. T. (2007).  Redefining college readiness.  Educational policy improvement.
Eugene, OR: Gates Foundation.

– – -.  (2005). College knowledge: What it really takes for students to succeed
and what we can do to get them ready. San Fransisco: Jossey-Bass.
pedagogy.  Reading Research and Instruction. 44 (1) 62-85.

Duckworth, A. (2016).  Grit: The power of passion and perseverance. New York. Simon and
Schuster.

Dweck, C. S. (2006).  Mindset:  The new psychology of success. New York. Random House.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-
developmental inquiry. American Psychologist, v34 n10 p906-11 Oct 1979.

Gee, J. (2002).  Literacies, identities, and discourses, In Mary Schleppegrel & M. Cecilia
Colombia. Eds., Developing Advanced Literacy in First and Second Languages:  Meaning
with Power, Mahwah, NJ:  Lawrence Erlbaum, 2002, pp. 159-175.

Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.)Cognitive Processes in Writing (pp. 3-30). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Hayes, J. R., Flower, L., Schriver, K., Statman, J., & Carey, L. (1987). Cognitive processes in revision. In S. Rosenberg (Ed.) Reading, Writing, and Language Possessing (Vol. 2, pp. 176-240). Cambridge: Cambridge University Press.

Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Ressearch, 1(1), 1–26.

Lesley, M. (2001).  Exploring the links between critical literacy and developmental
reading.  Journal of Adolescent & Adult Literacy, 45(3), 180-89.

Lesley, M. (2004).  Refugees from reading:  Students perceptions of “remedial” Literacy

Moje, E. B. (2008).  Foregrounding the disciplines in secondary literacy teaching and learning: A
call for change.  Journal of Adolescent and Adult Literacy,52(2), 96-107.

Schriver, K. (2012). “What we know about expertise in professional communication,” in Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology ed. Wise Berninger V., editor. New York: Psychology Press.

Schunk, D. H. (1991). Learning Theories: An Educational Perspective. New York, NY: Merrill

Vice, T. A. (2013). “Illuminating Teaching and Learning: Students’ Metacognition and Teacher
Responsiveness in One College Developmental Reading Class” (Unpublished doctoral
dissertati

CONTEXTUALIZATION

Ambrose, V. K., Davis, C. A., & Ziegler, M. F. (2013). From research to practice: A framework for contextualizing teaching and learning. Journal of College Reading & Learning, 44(1), 35-50.

Edgecombe, N. (2011). Accelerating the academic achievement of students referred to developmental education. CCRC Working Paper No. 30. New York: Community College Research Center, Teachers College, Columbia University.

Perin, D., Bork, R. H., Peverly, S. T., & Mason, L. H. (2013). A contextualized curricular supplement for developmental reading and writing. Journal of College Reading & Learning, 43(2), 8-38.

Rutschow, E. Z., & Diamond, J. (2015). Laying the foundations: Early findings from the New Mathways project. MDRC. Retrieved from http://www.mdrc.org/publication/laying-foundations

Smith, R. (2014). Beyond passive learning: Problem-based learning and concept maps to promote basic and higher-order thinking in basic skills instruction. Journal of Research & Practice for Adult Literacy, Secondary & Basic Education, 3(2), 50-55.

CO-REQUISITE

Booth, E. A., Capraro, M. M., Capraro, R. M., Chaudhuri, N., Dyer, J., & Marchbanks III, M. P. (2014). Innovative developmental education programs: A Texas model. Journal of Developmental Education, 38(1), 2-18.

Campbell, P.S. (2016). Self-Efficacy in a Co-requisite Model of Developmental Mathematics and College Algebra: A Qualitative Analysis of Student Perceptions (Doctoral Dissertation). Retrieved from https://ttu-ir.tdl.org/ttu-ir/handle/2346/66121

Complete College America. (2013). The game changers. Indianapolis, IN: Author. Retrieved from http://completecollege.org/pdfs/CCA%20Nat%

Complete College America. (2016). Corequisite Remediation: Spanning the Completion Divide. Retrieved from http://completecollege.org/spanningthedivide/

Jones, S. (2015). The game changers: Strategies to boost college completion and close attainment gaps. Change: The Magazine of Higher Learning, 47(2), 24-29.

Ledoux, M., & McHenry, N. (2004). A constructivist approach in the interdisciplinary instruction of science and language arts methods. Teaching Education, 15(4), 385-399.

Mireles, S. V., Acee, T. W., & Gerber, L. N. (2014). FOCUS: Sustainable mathematics successes. Journal of Developmental Education, 38(1), 26-36.

DIGITAL (SOCIAL MEDIA, MULTI-MEDIA, ONLINE GAMING)

Adams, C. (2006). PowerPoint, habits of mind, and classroom culture. Journal of Curriculum Studies, 38, 389-411.

Barko, T., & Sadler, T. (2013). Practicality in virtuality: Finding student meaning in video game education. Journal of Science Education & Technology22(2), 124-132.

Bowman, R. F. (1982). A pac-man theory of motivation: tactical implications for classroom instruction. Educational Technology,22, 14-17.

Kelly, H. (2005). Games, cookies, and the future of education. Issues in Science & Technology21(4), 33-40.

Kivunja, C. (2015). Innovative methodologies for 21st century learning, teaching and assessment: A convenience sampling investigation into the use of social media technologies in higher education. International Journal of Higher Education, 4 (2), 1-26.

Mativo, J. M., Hill, R. B., & Godfrey, P. W. (2013). Effects of human factors in engineering and design for teaching mathematics: A comparison study of online and face-to-face at a technical college. Journal of STEM Education: Innovations & Research, 14, 36-44.

Mayer, R. E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93(2), 390.

Mayer, R. E., Dow, G. T., & Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds? Journal of Educational Psychology, 95(4), 806.

Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, learning and sharing: How today’s higher education faculty use social media. Babson Survey Research Group. ERIC: ED535130.

Squire, K. (2003). Video games in education. International Journal of Intelligent Games & Simulation,  2, 49-62.

Van Schaik, P., Barker, P., & Beckstrand, S. (2003). A comparison of on-campus and online course delivery methods in Southern Nevada. Innovations in Education & Teaching International, 40, 5-15.

DISABILITY (LEARNING SUPPORT)

Boylan, H. R. (1982). Forging new partnerships in learning assistance. San Francisco: Jossey-Bass.

Fleischer, D. Z., & Zames, F. (2001). The disability rights movement: From charity to confrontation. Philadelphia:                 Temple University Press.

Trammell, J. (2005). Learning about the learning center: Program evaluation for learning assistance programs. The             Learning Assistance Review, 10(2), 31-40.

EMPORIUM

Article (2014). Austin community college converting mall into new Highland campus. Community College Week, 26(24), 1-3.

Dobo, N. (2013). Emporium approach helps DelTech students conquer math. Community College Week, 25(25), 8-9.

Hodges, C. B., & Brill, J. M. (2007). Developing a training program for instructional assistants within a large-scale emporium-based environment: A nine-year evolution towards systemic change. International Journal of Teaching & Learning in Higher Education, 19(1), 93-104.

Hodges, C. B., & Murphy, P. F. (2009). Short communication sources of self-efficacy beliefs of students in a technology-intensive asynchronous college algebra course. Internet & Higher Education, 12(2), 93-97.

Twigg, C. A. (2011). The math emporium: higher education’s silver bullet. Change: The Magazine of Higher Learning, 43(3), 25-34.

Webel, C., Krupa, E. E., & McManus, J. (2015). Benny goes to college: Is the “math emporium” reinventing individually prescribed instruction? MathAMATYC Educator, 6(3), 4-62.

Zagier, A. S. (2012). Mo. college testing new fixes to solving remedial puzzle. Community College Week, 25(5), 10-11.

FLIPPED

DuBrowa, M. (2014). To flip or not to flip … Is that REALLY the question? Research & Teaching in Developmental Education, 30(2), 96-98.

INTEGRATED

Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.

Saint-Louis, N., Seth, N., & Fuller, K. S. (2015). Curriculum integration: The experience of three foundingfaculty at a new community college. Journal of Teaching & Learning in Higher Education, 27(3), 423-433.

Saxon, D. P., Martirosyan, N. M., & Vick, N. T. (2016). NADE members respond: Best practices and challenges in integrated reading and writing. Journal of Developmental Education, 39(2), 32-34.

Tierney, R. J., & Pearson, P. D. (1983). Toward a composing model of reading. Reading Education Report No. 43, Center for the Study of Reading, Illinois University, Urbana.

INTENSIVE

Bargate, K., & Maistry, S. M. (2015). Writing-to-learn in a higher education writing intensive tutorial programme: Student collaboration and confidence building. South African Journal of Higher Education, 29(4), 35-49.

Huskin, P. (2016). Engagement strategies for increasing student writing success. Education, 136(3), 283-290.

Mehring, J. (2016). Present research on the flipped classroom and potential tools for the EFL classroom. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 33(1), 1-10.

Pelayo, R., Furumo, N., Kalauli, A., & Juvik, S. (2014). The impact of a summer intensive mathematics and chemistry program at a minority serving institution in Hawai’i. International Journal of Science, Mathematics & Technology Learning, 21(2), 151-171.

LEARNING ASSISTANTS 

Talbot, R. M., Hartley, L. M., Marzetta, K., & Wee, B. S. (2015).  Transforming undergraduate science education with learning assistants: Student satisfaction in large-enrollment courses. Journal of College Science Teaching, 44(5), 24-30.

LEARNING COMMUNITIES

Hatch, D. K., & Bohlig, E. M. (2015). The scope and design of structured group learning experiences at community colleges. Community College Journal of Research & Practice, 39(9), 819-838.

Weiss, M., Visher, M. G., Weissman, E., & Wathington, H. (2015). The impact of learning communities for students in developmental education. Educational Evaluation & Policy Analysis, 37(4), 520-541.

MAINSTREAMING

Brothen, T., & Wambach, C. A. (2012). Refocusing developmental education. Journal of Developmental Education, 36(2), 34-39.

Edgecombe, N. (2011). Accelerating the academic achievement of students referred to developmental education. CCRC Working Paper No. 30. New York: Community College Research Center, Teachers College, Columbia University.

Rutschow, E. Z., & Diamond, J. (2015). Laying the foundations: Early findings from the New Mathways project. MDRC. Retrieved from http://www.mdrc.org/publication/laying-foundations

MENTORING

Griffin, K. A., Eury, J. L., & Gaffney, M. E. (2015). Digging deeper: Exploring the relationship between mentoring, developmental interactions, and student agency. New Directions for Higher Education, 71, 13-22.

Hodges, R., Miller Payne, E., Dietz, A., & Hajovsky, M. (2014). e-sponsor mentoring: Support for studentsin developmental education. Journal of Developmental Education, 38(1), 12-18.

Morales, E., Ambrose-Roman, S., & Perez-Maldonado, R. (2016). Transmitting success: Comprehensivepeer mentoring for at-risk students in developmental math. Innovative Higher Education, 41(2), 121-135.

MOOCS

Axmann, M., & Atkins, R. (2016). Online community-based practices for massive open online courses (MOOCs) at Open Universities Australia: A case Study. User-Centered Design Strategies for Massive Open Online Courses (MOOCs), 83.

Bastedo, M. N. (2016). American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges. JHU Press.

Braun, H. (2016). The dynamics of opportunity in America: A working framework. In The Dynamics of Opportunity in America (pp. 137-164). Springer International Publishing.

Carey, K. (2012, September 7). Into the future with MOOCs. Chronicle of Higher Education, 59(2), 29.

Cole, A. W., & Timmerman, C. E. (2015). What do current college students think about MOOCs? MERLOT Journal of Online Learning and Teaching, 11, 188-201.

Floyd, D. L., Felsher, R. A., & Ramdin, G. (2016). A retrospective of four decades of community college research. Community College Journal of Research and Practice40(1), 5-22.

Marshall, S. (2014). Exploring the ethical implications of MOOCs. Distance Education, 35, 250-262. doi:10.1080/01587919.2014.917706

McClure, M. W. (2016). Investing in MOOCs: “Frenemy” risk and information quality. In Globalisation and Higher Education Reforms (pp. 77-94). Springer International Publishing.

Teo, T. H. (2015). Just-in-time teaching visual instruction for cohort base interactive learning for engineering course. GSTF Journal on Education (JEd)3(1).

ORIENTATION

Hatch, D. K., & Bohlig, E. M. (2015). The scope and design of structured group learning experiences at community colleges. Community College Journal of Research & Practice, 39(9), 819-838.

SPECIALIZED LEARNING ASSISTANCE

Leachman, M., Kogan, R., Palacios, V., & Merrick, K. (2012). Deficit reduction package that lacks significant revenues would shift very substantial costs to states and localities. Center on Budget and Policy Priorities. Retrieved from http://www.cbpp.org/files/8-8-12sfp.pdf

TRADITIONAL

Arendale, D. (2011). Then and now: The early years of developmental education. Research & Teaching in Developmental Education, 27(2), 58-76.

Bailey, T. (2009). Challenge and opportunity: Rethinking the role and function of developmental education in community college. New Directions for Community Colleges, 145, 11-30.

Schunk, D. H. (1991). Learning Theories: An Educational Perspective. New York, NY: Merrill

SUCCESS COURSES

Hatch, D. K., & Bohlig, E. M. (2015). The scope and design of structured group learning experiences at community colleges. Community College Journal of Research & Practice, 39(9), 819-838. 

SUMMER BRIDGE

Pelayo, R., Furumo, N., Kalauli, A., & Juvik, S. (2014). The impact of a summer intensive mathematics and chemistry program at a minority serving institution in Hawai’i. International Journal of Science, Mathematics & Technology Learning, 21(2), 151-171.

Tomasko, D., Ridgway, J. S., Waller, R. J., & Olesik, S. V. (2016). Association of summer bridge program outcomes with STEM retention of targeted demographic groups. Journal of College Science Teaching, 45(4), 90-99.

Wathington, H., Pretlow, J., & Barnett, E. (2016). A good start? The impact of Texas’ developmental summer bridge program on student success. The Journal of Higher Education, 87(2), 150-177.

TUTORING

Arendale, D. (2011). Then and now: The early years of developmental education. Research & Teaching in Developmental Education, 27(2), 58-76.

Booth, E. A., Capraro, M. M., Capraro, R. M., Chaudhuri, N., Dyer, J., & Marchbanks III, M. P. (2014). Innovative developmental education programs: A Texas model. Journal of Developmental Education, 38(1), 2-18.

Vick, N., Robles-Pina, R. A., Martirosayan, N. M., & Kite, V. (2015). The effectiveness of tutoring ondevelopmental English grades. Community College Enterprise, 21(1), 11-26.

WRITING/READING INSTRUCTION

Graham, S., Gillespie, A., & Mckeown, D. (2013). Writing: importance, development, and instruction. Reading and Writing, 26(1), 1–15.

Graham, S., Mckeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896.

Spivey, N. N. (1990). Transforming texts constructive processes in reading and writing. Written Communication, 7, 256–287.

Stahl, N. A. (2006). Strategic reading and learning, theory to practice: An interview with Michele Simpson and Sherrie Nist. Journal of Developmental Education, 29 (3), 20-24, 26, 27.

Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94, 660.

 

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