Annotated Bibliography

Transitional Education

 

 

The following books have been purchased by CACC for faculty, staff, and administration  use in providing best practices for transitional education students. Please contact Denita Oliver at the Alexander City campus to borrow any of the following:

 

BOOKS

 

Bernstein, Susan Naomi. Teaching Developmental Writing: Background Readings.      

 

Boston: Bedford, 2001.

 

Susan Naomi Bernstein has collected articles about the pedagogy and practice of teaching developmental writing. Both the teacher and student perspectives of basic writing courses are included. A key chapter on students’ learning styles is central to this book. Such topics as critical thinking, collaborative learning, placement and assessment, teaching ESL, approaches to grammar instruction, and teaching writing to adult learners are included. This source is excellent for instructors on all disciplines that include writing as a course requirement.

 

Boylan, Hunter R.  What Works: Research-Based Best Practices in Developmental

 

Education.  Boone, NC: National Center for Developmental Education, 2002.

 

Hunter R. Boylan’s Works: Research-Based Best Practices in Developmental Education is must reading for all faculty, staff, and administration of a college where developmental education is a component. Time after time this is the source mentioned in most research concerning developmental education. Boylan’s work begins by defining the true nature of developmental courses and continues with current best practices about identifying developmental students to counseling developmental students to structuring developmental course content. Boylan reaches all avenues in preparing developmental students for success.

 

Casazza, Martha E., and Sharon L. Silverman.  Learning Assistance and

 

Developmental Education: A Guide for Effective Practice.  San Francisco:

 

Jossey-Bass, 1996.

 

Martha E. Cassazza and Sharon L. Silverman present practical suggestions for maximizing learning potential for all students.  A portion of this book focuses on case studies from community colleges. Topics of concern include expanded accountability, more effective use of resources, greater use of technology, and increased ability to meet the needs of a diverse student population.  Casazza and Silverman are obviously student advocates who view organizing and managing developmental education programs through the most effective methods for student learning.  Administrative leadership, all program personnel, record keeping, program evaluation, and funding are just a few of the specific topics covered in Casazza and Silverman’s book.  This source is excellent for all personnel.

 

Driscoll, Marcy P.  Psychology of Learning for Instruction, 2nd ed.  Boston: Allyn,

 

2000.

 

The major focus of Marcy P. Driscoll’s Psychology of Learning for Instruction is theories of learning and instruction. The importance of providing students with organized instruction, arranging extensive and variable practice and enhancing student information processing is discussed. Besides including the theories of most classical experts in learning, Driscoll also includes a number of contemporary experts’ theories. Strategies for stimulating motivation are expressed in a model of motivational design that includes gaining and sustaining student attention. Many of the theories expressed by Driscoll are the anchor for establishing an effective developmental education program.

 

Jarvis, Peter, John Holford, and Colin Griffin.  The Theory and Practice of

 

Learning, 2nd ed.  London: Kogan, 2003.

 

Peter Jarvis, John Holford, and Colin Griffin discuss numerous types of learning from social learning to self-directed learning to work-based and problem-based learning.  A major focus of this book includes moving from teacher-centered education to student-centered education. Another key discussion includes the advantage of moving from rote learning to learning as reflection. Assessment of learning is viewed from the traditional approach to the inclusion of contemporary issues in assessment.

 

Krause, Lois Breur.  How We Learn and Why We Don’t: Student Survival Guide

 

Using the Cognitive Profile Inventory, 3rd ed.  Clemson UP, 2002.

 

Lois Breur Krause presents thought about how one thinks and learns and even, perhaps, why one does not think or learn. Krause explores the cognitive profile model to determine the differences in how students learn.  Although this book speaks more to students than to instructors, understanding how students learn can assist instructors in providing instruction to reach students with various learning styles. One of the most interesting chapters addresses how students should cope with various teacher types. This chapter may certainly be helpful to instructors by taking a look at the way students may react to various instructional methods.

 

Roueche, John E., and Suanne D. Roueche.  High Stakes, High Performance:

 

Making Remedial Education Work.  Washington: Community College P,

 

1999.

 

John E. and Suanne D. Roueche offer a very practical guide to providing a strong, effective developmental education program.  Basically, the Roueches point out how developmental students should succeed in order to be enrolled and to profit from instruction in regular college-credit courses. A bleak picture of the lack of a skilled American workforce is painted. However, the community college is “becoming the site for the latest war on ‘remedial’ education.  The Roueches proclaim that “community colleges must meet community needs.” The characteristics of the at-risk student are identified, and the book ends with seven recommendations to community colleges in providing services for developmental students to help alleviate the community’s most serious social and economic problems.

 

Stahl, Norman A., and Hunter Boylan.  Teaching Developmental Reading:

 

Historical, Theoretical, and Practical Background Readings.  Boston:

 

Bedford, 2003.

 

Beginning with an introduction concerning what developmental education is all about, Norman A. Stahl and Hunter Boylan examine the past, present, and future needs for college reading courses. Numerous articles about developing college reading courses and providing strategies that assist the underprepared reader are complied.  Two key articles involve the teaching of reading and writing as modes of learning in college and bringing life to reading and writing for at-risk college students. Any instructor of developmental reading will find this book helpful in understanding the importance of helping at-risk students improve their reading skills.   

 

Wlodkowski, Raymond J.  Enhancing Adult Motivation to Learn: A Comprehensive

 

Guide for Teaching All Adults, rev. ed.  San Francisco: Jossey-Bass, 1999.

 

Recipient of the Award for Teaching Excellence from the University of Wisconsin, Milwaukee, and the Faculty Merit Award of Excellence from Antioch University, Seattle, Raymond J. Wlodkowski describes the characteristics and skills of a motivational instructor. The importance of learning activities to enhance meaning is discussed. Most of this book deals with helping at-risk adult learners develop positive attitudes toward learning.  Wlodkowski expresses the need to build motivational strategies into class instructional designs. With more and more non-traditional students, Wlodkowski’s book should benefit instructors in all college disciplines.

 

 

JOURNALS/NEWSLETTERS

 

Journal of Developmental Education

 

            The ­Journal of Developmental Education is published by the National Center for Developmental Education through Appalachian State University in Boone, North Carolina, three times per year: fall (September 1), winter (mid-November), and spring (January 25). The journal’s purpose is to expand instructors’ professional knowledge and expertise in the field of developmental education. Content includes developmental education topics such as writing, mathematics, reading, tutoring, administration, and program evaluation.

 

 

Research in Developmental Education 

 

            Research in Developmental Education  (RiDE) is an informative newsletter published four times per year. This newsletter reviews current research of areas related to the practice of developmental education. This publication provides an invaluable resource for developmental students, instructors, and administrators.