Theory, Practice, and the Future of Developmental Education

Chung, Carl J.
March 2005
Journal of Developmental Education;Spring2005, Vol. 28 Issue 3, p2
Academic Journal
The guiding premise of this article is that developmental education and learning assistance programs will continue to be undervalued and vulnerable as long as there is no overarching, shared theoretical framework that practitioners can (and want to) call their own. The traditional approach to addressing this theory crisis has been to import theories from outside the field. This article presents an alternative approach. Advantages and benefits of a practice-oriented approach are identified and briefly discussed.


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