The Theoretical Alignment of Supplemental Instruction and Developmental Education: When an SI Leader Uses Adult Learning Theory to Underpin Instruction

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dc.contributor.authorGlass, Katy
dc.contributor.authorSuh, Emily
dc.contributor.authorPosey, Britt
dc.contributor.authorOwens, Sam
dc.date.accessioned2022-03-16T16:58:43Z
dc.date.available2022-03-16T16:58:43Z
dc.date.issued2022-03-11
dc.description.abstractThe purpose of this article is to explore SI's alignment to theories of adult learning and development which are the underpinnings of developmental education. We begin by identifying adult learning and development theories that have influenced the field of developmental education and then examine descriptions of SI in the literature to explore SI's utility as a student support strategy within developmental education contexts. We conclude by providing examples from our own application of SI, including pragmatic tools for helping both instructors and SIL be successful in the classroom. We demonstrate how these SI practices are consistent with adult learning and development research. The tools we describe were developed with a developmental education context in mind but can be applied in any SI context.
dc.formatText
dc.format.extent9 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationGlass, K., Suh, E. K., Posey, B., & Owens, S. (2022). The theoretical alignment of supplemental instruction and developmental education: When an SI leader uses Adult Learning Theory to underpin instruction. Journal of College Academic Support Programs, 4(2), pp. 47–55.
dc.identifier.doihttps://doi.org/10.36896/4.2pp1
dc.identifier.issn2577-9990
dc.identifier.urihttps://hdl.handle.net/10877/15510
dc.language.isoen
dc.publisherTexas State University, The Education Institute
dc.sourceJournal of College Academic Support Programs, Fall/Winter 2021, Vol. 4, No. 2, pp. 47–55.
dc.subjectSupplemental Instruction
dc.subjectAdult Learning Theory
dc.subjectDevelopmental education
dc.subjectInstruction
dc.titleThe Theoretical Alignment of Supplemental Instruction and Developmental Education: When an SI Leader Uses Adult Learning Theory to Underpin Instruction
dc.typeArticle

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