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• W238944140 abstract "Abstract Along with clarifying the need for and defining the field of education, research clearly supports the importance of professional development for both individuals and organizations. A larger question remains: As educators pursue personal and departmental professional development, are we successfully professionalizing the field as a whole? This article examines what it means to professionalize, and evaluates the collective progress of in this arena. Specifically, this article highlights progress and deficiencies using Cunningham's (1992) five key indicators of professionalization: intellectual elitism, knowledge guardianship, technology, altruism, and self-regulation. Suggestions for improving areas of deficiency are given, and connections between and adult are revealed. Background The phrase developmental education often conjures up misconceptions among educators and administrators unfamiliar with the field. Carefully defining is therefore necessary before a coherent discussion of the professionalization process within the field can take place. As one educator explained, We have an identity problem. No, we have an identity crisis, and we educators are greatly responsible for it....We have to let higher know who we are and what we (Beckett, 1995, p. 1). The National Association of Developmental Education (NADE) offers the following comprehensive definition of education: Developmental is a field of practice and research within higher with a theoretical foundation in psychology and learning theory. It promotes the cognitive and affective growth of all postsecondary learners, at all levels of the learning continuum. Developmental is sensitive and responsive to individual differences and special needs among learners. Developmental programs and services commonly address academic preparedness, diagnostic assessment and placement, development of general and discipline-specific learning strategies, and affective barriers to learning. Developmental includes, but is not limited to: * all forms of learning assistance, such as tutoring, mentoring, and supplemental instruction * personal, academic, and career counseling * academic advisement, and * coursework (NADE, 2001 ). With NADE's formal explanation of as a backdrop, we still need to dispel a few myths and clarify what is not. For example, is not a new concept conceived by liberals to teach students who somehow do not belong in higher what they should have learned in high school. In fact, Harvard University implemented a program in the late nineteenth century to assist primarily upper-class students in developing writing and Latin skills (Maxwell, 1997). More recently, policymakers on both sides of the political arena have legislated support for programs, particularly those that serve veterans (Bannier, 2006). Research confirms that programs serve an incredibly diverse student population. The word diversity, however, should not be mistaken as a code word for minority program. Young, unmarried, Caucasian females are slightly more likely to participate in than any other demographic (Boylan, Bonham, Claxton, & Bliss, 1992; Boylan, Bonham, & Bliss, 1994;Knopp, 1996). Finally, is not merely a rerun of standard high school curricula. Boylan (1999) cites National Center for Education Statistics data in explaining, just over half of the students graduating from high school in 1994 took a complete battery of 'core' or college preparatory courses. …" @default.
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• W238944140 date "2008-04-01" @default.
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• W238944140 title "The Professionalization of Developmental Education: Have We Arrived?" @default.
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