This monograph from the University of Minnesota General College (GC) discusses theoretical perspectives on developmental education from both new and established standpoints. GC voluntarily eliminated its degree programs in order to focus on preparing under-prepared students for transfer to the university system. GC's curricular model includes a multi-disciplinary range of base curriculum courses integrating both skills and academic content. This model, which does not focus on traditional skills-based models for developmental education, provides students with a range of perspectives and academic training for continuing work directly in their majors. In this monograph, GC faculty and staff offer perspectives on the theoretical foundations of developmental education. Papers are divided into the following categories: (1) New and Revisited Theories for Developmental Education, with articles by Carl J. Chung, Jeanne L. Higbee, Patrick Bruch, and Dana Britt Lundell and Terence Collins; (2) Culture and Constructivism, with articles by Heidi Lesley Brajas, Mark H. Pedelty and Walter R. Jacobs, Rashne Jehangir, and David L. Ghere; (3) Literacy and Composition, with articles by Amy M. Lee, Thomas Reynolds, and Ditlev S. Larsen; and (4) Theories for Math and Science, with articles by Randy Moore, Allen B. Johnson, Thomas Brothen and Cathrine A. Wambach, and D. Patrick Kinney. Each paper contains references. (NB)