支持不同的学习者:来自发展教育领域的见解

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2020-09-17 DOI:10.1080/10790195.2020.1817813

Jennifer C. Theriault, Meagan A. Hoff, Amarilis M. Castillo

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引用次数: 1

摘要

这篇论坛文章讨论了发展教育领域的见解在面对面学习中断方面的相关性，以及对那些教育经历意外改变的人的大学准备概念的重要影响。大学准备的概念，现在比以往任何时候都更应该被重新定义为学生准备。我们从成熟的发展教育领域提供了四条见解，以帮助指导机构应对这些前所未有的学生生活环境。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Supporting Diverse Learners: Insights to Keep in MIND from the Field of Developmental Education

ABSTRACT This forum piece discusses the relevance of insights from the field of developmental education in terms of the disruption of face-to-face learning and the important implications on the notions of college readiness for those whose educational experiences have been altered unexpectedly. The concept of college readiness, now more than ever, should be reconceptualized as student readiness. We provide four insights from the well-established field of developmental education to help guide institutions in their responses to these unprecedented life circumstances for students.

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.