Supplemental Instruction and Beyond: An Evaluation of SI and Developmental Education Theoretical Alignment
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| Title: | Supplemental Instruction and Beyond: An Evaluation of SI and Developmental Education Theoretical Alignment |
|---|---|
| Language: | English |
| Authors: | Katy Glass, Emily K. Suh, Britt Posey, Sam Owens |
| Source: | Learning Assistance Review. 2026 30(2):23-40. |
| Availability: | National College Learning Center Association. Web site: http://www.nclca.org/tlar |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Adult Education Postsecondary Education |
| Descriptors: | Supplementary Education, Academic Support Services, Remedial Programs, Developmental Studies Programs, Educational Theories, Adult Learning, Postsecondary Education, Learning Theories, Student Needs |
| ISSN: | 1087-0059 |
| Abstract: | Supplemental instruction (SI) has been in existence for nearly five decades and was initially introduced as a practice for "high-risk courses." Little attention has been paid to the applicability of SI to developmental education contexts; however, the rapid expansion of developmental education reforms, including acceleration and integration, increases the need for us to consider the utility of this practice in a wider range of college settings. In this article, we examine the alignment between SI and adult learning and development theories--the theoretical foundations of developmental education. We conclude with practical examples of how SI has been successfully applied to developmental English contexts at one community college. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.nclca.org/tlar_issues |
| Accession Number: | EJ1500963 |
| Database: | ERIC |
| Abstract: | Supplemental instruction (SI) has been in existence for nearly five decades and was initially introduced as a practice for "high-risk courses." Little attention has been paid to the applicability of SI to developmental education contexts; however, the rapid expansion of developmental education reforms, including acceleration and integration, increases the need for us to consider the utility of this practice in a wider range of college settings. In this article, we examine the alignment between SI and adult learning and development theories--the theoretical foundations of developmental education. We conclude with practical examples of how SI has been successfully applied to developmental English contexts at one community college. |
|---|---|
| ISSN: | 1087-0059 |
