The Prerecurrent Acquisition Model And The Concurrent Acquisition Model

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Programming for underprepared students can based after two distinct models, Prerequisite Acquisition Model and the Concurrent Acquisition Model. Kozeracki (2005) describes the classical remedial education definition as the Prerequisite Acquisition Model. This model is simplistic; students enroll in college preparatory courses prior to enrolling in courses that would count toward their degree programs. This type of support emphasizes the negative stereotype, focusing on deficiencies in skills, creating barriers to moving forward toward their degree; ultimately, providing support for the second model, Concurrent Acquisition Model.
In contrast, utilization of the Concurrent Acquisition Model, as a developmental model, requires a student to
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Although there is no one school of thought and at times, certain theories are used more than others, most theories relating to developmental education can be applied to a student utilizing a Behavioral Approach, Cognitive Approach, Social Learning Approach, Motivational Approach, and an Adult Learning Approach (Casazza & Silverman, 1996, p. 35). Theory is a tool which can be applied to situations, by an advisor, professor, or developmental support professional, to assist in outcome development; essentially breaking it down into formal theory and informal theory. Informal theory allows professionals to develop insight based on past experiences. Consequently, theory can assist in explaining student behaviors. The five approaches, or perspectives, are considered collective catchalls, as new theories may develop, they could be effectively aid in supporting these models.
Behaviorist models, based on theories of Watson, Thorndike, Pavlov and Skinner, utilize an instructor-lead, passive learning approach (Casazza & Silverman, 1996). Clear and concise rules and expectations should be set forth in a syllabus or through a learning assessment plan, allowing the student leverage the expectations into their own positive learning experience. External motivation is concrete; experienced through positive and negative grades. Students, with proper insight or through learned strategies, align their educational activities to support positive

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