Faculty Orientations Toward Instructional Reform
This issue of Inside Out identifies and explores the implications of three faculty orientations toward reform that consistently manifest when an innovation is introduced: ready to act, ambivalent, and reluctant to change.
Why Students Do Not Prepare for Math Placement Exams: Student Perspectives
Based on survey and focus group data from four community colleges, this research brief discusses why many students who go on to enroll in developmental math are unlikely to prepare for the math placement exam.
Facilitating Student Learning Through Contextualization (Assessment of Evidence Series)
This journal article reviews the evidence for contextualization, an instructional approach that connects foundational skills and college-level content.
Enhancing Rigor in Developmental Education
This issue of Inside Out describes how community college faculty are working to increase rigor within reformed developmental education classrooms.
Improving Students’ College Math Readiness: A Review of the Evidence on Postsecondary Interventions and Reforms
This CAPSEE working paper reviews current research on the effectiveness of interventions and reforms that seek to improve the math preparedness and success of high school students entering college.