| dc.contributor.editor | McConnell, Michael C. | |
| dc.date.accessioned | 2018-04-09T15:56:53Z | |
| dc.date.available | 2018-04-09T15:56:53Z | |
| dc.date.issued | 2018-02 | |
| dc.identifier.uri | https://digital.library.txstate.edu/handle/10877/7209 | |
| dc.description | Official Journal of College Academic Support Programs website: https://journals.tdl.org/jcasp/index.php/jcasp | |
| dc.description.abstract | Inaugural issue of the Journal of College Academic Support Programs (J-CASP). This issue includes articles on relevant topics in developmental education (DE) including summer-bridge, course-redesign in accelerated math, supplemental instruction, learning styles, and perspectives pertaining to DE from community-college presidents, in addition to articles on corequisite models, effective group-work strategies, rhetoric and literacy, and the stigma that students associate with being in DE classes. | |
| dc.description.sponsorship | Texas Association for Developmental Education (TADE) | en_US |
| dc.description.sponsorship | Texas Chapter, College and Reading Learning Association (TxCRLA) | |
| dc.description.sponsorship | Texas State University Developmental Education Graduate Program | |
| dc.description.tableofcontents | Welcome from TxCRLA (5); Welcome from TADE (6); Foreword (8); Effectiveness of a Summer Bridge Program at McLennan Community College (10); The Role and Impact of Supplemental Instruction in Accelerated Developmental Math Courses (19); Internal Conflict: Community College Presidents and Developmental Education (26); Learning Styles: Academic Fact or Urban Myth? A Recent Review of the Literature (34); The Effect of Acceleration on Subsequent Course Success Rates Based on the North Carolina Developmental Mathematics Redesign (42); Teaching the Rhetorical Situation to Improve Disciplinary Literacy (49); Goffman and Spoiled Identity: Helping Developmental Students Shed the Label (51); Implementing Change and Planning English Corequisite Classes (53); Bringing Collaboration and Differentiation into the College Classroom (55). | |
| dc.format | Text | |
| dc.format.extent | 56 pages | |
| dc.format.medium | 1 file (.pdf) | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The Education Institute, Texas State University | en_US |
| dc.source | Journal of College Academic Support Programs, Spring 2018. San Marcos: The Education Institute, Texas State University (U.S.), Vol. 1, Issue 1. | |
| dc.subject | Education | en_US |
| dc.subject | Academic support | en_US |
| dc.subject | Teaching | en_US |
| dc.subject | Disciplinary literacy | en_US |
| dc.subject | Developmental education | en_US |
| dc.subject | Learning styles | en_US |
| dc.subject | The Education Institute | en_US |
| dc.title | Journal of College Academic Support Programs, Volume 1, Issue 1, Spring 2018 | en_US |
| txstate.documenttype | Journal | |
