Relevant bibliographies by topics / College remedial education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'College remedial education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "College remedial education"

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Shaw, Kathleen M. "Remedial Education As Ideological Battleground: Emerging Remedial Education Policies in the Community College." Educational Evaluation and Policy Analysis 19, no. 3 (September 1997): 284–96. http://dx.doi.org/10.3102/01623737019003284.

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While remedial education has become an increasingly common aspect of all sectors of postsecondary education, recent ideological debates have resulted in state and system-wide policies that increasingly segregate remediation solely within the community college sector. This trend has profound implications for access to educational opportunity for large segments of the population, particularly the poor and minority students who are most often placed in remedial courses. This article first examines the ideological underpinnings of the current debate regarding the purpose and positioning of remedial education. Next, I utilize qualitative data on three urban community colleges to examine the ways in which the interplay between state- and institutional-level ideology and policy is reflected in individual colleges' remediation practices. The data suggest that community colleges respond quite differently to state-level remediation policies and can play an active role in shaping the implementation of these policies.
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Manno, Bruno V. "The swamp of college remedial education." Academic Questions 9, no. 3 (September 1996): 78–82. http://dx.doi.org/10.1007/bf02683063.

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Toby, Jackson. "Free College and the Problem of College Readiness." Academic Questions 34, no. 3 (August 23, 2021): 105–8. http://dx.doi.org/10.51845/34.3.16.

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Koutrelakos, James. "Autonomy and Theoretical Orientation of Remedial and Non-Remedial College Students." Journal of Negro Education 55, no. 1 (1986): 29. http://dx.doi.org/10.2307/2294630.

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Rounds, Jeanine C., and Dan Andersen. "Placement in Remedial College Classes: Required vs. Recommended." Community College Review 13, no. 1 (July 1985): 20–27. http://dx.doi.org/10.1177/009155218501300105.

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Scott-Clayton, Judith, and Olga Rodriguez. "Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation Policy." Education Finance and Policy 10, no. 1 (January 2015): 4–45. http://dx.doi.org/10.1162/edfp_a_00150.

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Half of all college students will enroll in remedial coursework but evidence of its effectiveness is mixed. Using a regression-discontinuity design with data from a large urban community college system, we make three contributions. First, we articulate three alternative hypotheses regarding the potential impacts of remediation. Second, in addition to credits and degree completion we examine several underexplored outcomes, including initial enrollment, grades in subsequent courses, and post-treatment proficiency test scores. Finally, we exploit rich high school background data to examine impact heterogeneity by predicted dropout risk. We find that remedial assignment does little to develop students’ skills. But we also find little evidence that it discourages initial enrollment or persistence, except for a subgroup we identify as potentially misassigned to remediation. Instead, the primary effect of remediation appears to be diversionary: students simply take remedial courses instead of college-level courses. These diversionary effects are largest for the lowest-risk students.
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Boatman, Angela, and Bridget Terry Long. "Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation." Educational Evaluation and Policy Analysis 40, no. 1 (July 14, 2017): 29–58. http://dx.doi.org/10.3102/0162373717715708.

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We examine the impact of remedial and developmental courses on college students with varying levels of academic preparedness, thus focusing on a wider range of students than previous studies. Using a regression discontinuity design, we provide causal estimates of the effects of placement in different levels of remedial courses on short-, intermediate-, and long-term outcomes at both 2- and 4-year colleges. Similar to other research, we find that remediation has negative effects for students on the margin of needing one developmental course. However, for students with lower levels of academic preparation, the effects of remediation are estimated to be positive in some subjects. These results suggest that remedial courses can help or hinder students differently depending on their incoming levels of academic preparedness. Moreover, our conclusions are largely driven by positive and negative effects observed for students at 2-year institutions, and we discuss several hypotheses that may explain these findings.
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Martorell, Paco, Isaac McFarlin, and Yu Xue. "Does Failing a Placement Exam Discourage Underprepared Students from Going to College?" Education Finance and Policy 10, no. 1 (January 2015): 46–80. http://dx.doi.org/10.1162/edfp_a_00151.

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About one third of college students are required to take remedial courses. Assignment to remediation is generally made on the basis of performance on a placement exam. When students are required to take a placement exam prior to enrolling in college-level courses, assignment to remediation may dissuade students from actually going to college. This is because remediation could increase the time required to complete a degree (because remedial courses do not count toward academic degrees), and also because being identified as needing remediation might have stigma effects or provide students with new information about their unsuitability for college. This paper examines this issue empirically using administrative data from Texas. Using regression discontinuity methods, we find that students whose placement exam scores would require them to be in remediation are no less likely to enroll in college than are students who score just above the remediation placement cutoff.
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Stage, Frances K., and Peter Kloosterman. "Gender, Beliefs, and Achievement in Remedial College-Level Mathematics." Journal of Higher Education 66, no. 3 (May 1995): 294. http://dx.doi.org/10.2307/2943893.

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Stage, Frances K., and Peter Kloosterman. "Gender, Beliefs, and Achievement in Remedial College-Level Mathematics." Journal of Higher Education 66, no. 3 (May 1995): 294–311. http://dx.doi.org/10.1080/00221546.1995.11774781.

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Dissertations / Theses on the topic "College remedial education"

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Bailey, E. Rowena. "Remedial Education: Addressing Contributing Factors." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1480.

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This study explored factors that appear to contribute to the growing increase of remedial education in higher education. Participants included teachers and administrators from feeder high schools in northeast Tennessee, local community college instructors of remedial education, and administrators. Participants were experienced and knowledgeable in the field of remedial education. Personal interviews and public domain documents included documentary material, books, magazines, newspaper articles, and use of the Internet to gather data for the study. Data analyses were broken down by participant group response to questions. Findings indicated that most graduating high school seniors are not ready for community college or college level studies. Contributing factors appear to be the No Child Left Behind Act of 2001 (2002), lack of preparation in coursework for elementary and middle school students' entry into high school, lack of communication between the feeder high schools and the local community college, cookie cutter or one-size-fits-all approach to teaching, social promotion with no mastery of coursework, and teaching to tests.
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Vassell-Kreitner, Carolann. "Faculty Perceptions of Remedial Mathematics Programs for Community College." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2768.

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Graduating U.S. high school students who score below standards for college-level math on college placement tests are typically required to take remedial math coursework when they enter college. However, very few students who must remediate are successful. Community college educators have tried multiple remediation approaches to improve student outcomes with minimal improvement. Since math faculty are directly involved in addressing this challenge, it is important to gauge their perceptions of math remediation. The purpose of this study was to investigate community college faculty members' perceptions of 2 models for mathematics remediation. The theoretical framework of this study was based on cognitive learning theory with a mixed-method study design. Twenty community college math faculty were administered a 15 question, 5-point Likert scale survey, and 5 were interviewed to gauge their perceptions of their current remediation model and the Survive, Master, Achieve, Review, and Transfer (SMART) developmental math model. Descriptive statistics and paired sample t tests were used to compare perceptions of the two models. Qualitative data were analyzed using open coding and thematic analysis. The quantitative results indicated similar mean perceptions for both models, but the qualitative data revealed stronger faculty preference for elements of the SMART model. Based on study findings, a white paper with suggestions for improving the institution's approach to mathematics remediation was created. By incorporating study recommendations, community college educators may increase remedial program success, in turn increase graduation rates, which may contribute to positive social change.
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Shepherd, Kathleen Kay. "The Influence of the College Environment on Community College Remedial Mathematics Instructors' Use of Best Practices in Remedial Mathematics." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1451683545.

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Kristofco, John Paul. "The non-academic differences between remedial and non-remedial students at a mid-size, urban community college /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683049376761.

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Akey, Wayne L. "Personality type and mathematics anxiety factors affecting remedial college freshmen /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687959966117.

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Edwards, Arnette. "The remedial math phenomenon| the student's perspective." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580199.

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The number of students of community college students in need of remedial math courses continues to increase each year; however, the success and retention rate for student enrolled in remedial math courses remains extremely low. The purpose of this study was to examine factors students characterize as impeding their ability to successfully complete their remedial math courses. Using a mixed method analysis, individual interviews and surveys were utilized to investigate this issue. Eight semi-structured interviews were conducted with EOPS students who had attempted algebra (Math 020) more than once, but were not enrolled in an algebra (Math 020) course in spring 2013. Based on their perceptions, seven categories of barriers emerged. The seven categories were then used as a means for developing a survey instrument for phase Il of this study. The surveys were administered to 208 students who enrolled in algebra (Math 020) during the spring 2013 semester. The impetus behind the surveys was to examine if the general population of algebra (Math 020) students had the same perceptions of the factors that impede their ability to be successful in their remedial math classes. Data were examined to investigate if there were any correlations or significance among any of the perceived factors. Although interviewees and survey participants indicated they had similar beliefs in regards to factors they perceived impeded their ability to succeed in their remedial math sequences, no correlations or significance was found among any of the data examined.

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Wilson-Armour, Carole Cristine. "Influence of Remedial Education Policies: Experiences of Low-Income Native American Women at a Midwestern Community College." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1398.

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The purpose of this study was to determine how policies regarding remedial education can influence the experiences of students who identify as low socioeconomic (SES) Native American women at a Midwestern community college. This study proposed to use interpretive policy analysis and phenomenological qualitative research to learn more about how low SES Native American women view their experiences in the classroom. An interpretive policy analysis determined how various interpretive communities understood policies, how they enacted these policies in the classroom, and how students reacted to them. For the qualitative research portion, I interviewed three low SES Native American women at a community college and three of their instructors. I found that this institution’s policies considered the cost and value of education as paramount. Subsequently, the Native American students I interviewed found themselves on the outside of the college, isolated and struggling to succeed.
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Young, Henry W. Jr. "Perceived Lack of Teacher Empathy and Remedial Classroom Conflicts| A Phenomenological Study." Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242013.

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In light of earlier research pertaining to empathy, it is reasonable to believe that certain teachers feel empathic toward students in remedial classrooms. It is also evident that teacher empathy is something that students relish. However, a perceived lack of teacher empathy among students in remedial classes is a concern. The general problem addressed in the study was the effect of teachers’ lack of empathy on remedial college students’ perceptions of teacher–student conflict. The specific problem addressed in the study was the limited research on the impact of teachers’ empathy on remedial students’ perceptions. The purposes of the study were to understand remedial students’ perceptions of teachers’ empathy and to assess the perceived impact of lack of teacher empathy on teacher–student conflict. Participants consisted of 10 students enrolled at Cuyahoga Community College remedial English classes in Cleveland, Ohio. The phenomenological study explored the lived experiences and perceptions of these students in developmental/remedial classes. Students participated in face-to-face recorded interviews. Data were analyzed using NVivo software. Four main themes and several subthemes emerged from the data. Recommendations were offered to help facilitate resolution of teacher–student conflicts that may emerge out of perceived lack of teacher empathy.

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Umoh, Udoudo J. (Udoudo Jimmy). "Factors Related to Student Retention in Community College Developmental Education Mathematics." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279110/.

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This study investigated the factors related to student retention in a comprehensive community college developmental education mathematics program. The purpose was to identify and describe these factors and to develop strategies for improving retention in the community college developmental education mathematics program. Tinto's 1975 model of institutional departure was employed to examine different factors relating to retention in developmental education mathematics courses. In accordance with established criteria, data were collected using the Institutional Integration Scale (IIS) and Students Existing Records (SER). The IIS survey instrument questionnaire was completed by 41 students from a sample of 56 developmental education students enrolled in college level mathematics, and the data thus collected were used for analysis. Data were analyzed using frequency count, percentage, and the chi-square statistical analysis with a significant level of 0.05. The analysis of the data showed that the responding sample was primarily white, females aged 18 to 45. Most of the respondents had high grade point averages, did not miss any developmental education mathematics classes, and attended extra curricular activities infrequently. More fathers than mothers of the sample population had received a college education. Academic goal commitment, institutional experience, academic involvement, and placement grades were not statistically significant factors influencing retention. Among the major findings were: Development education instructors appeared to make the difference, institutional experience, academic goal commitment, and placement grades did not appear to play a major role; the students' academic involvement beyond classes appeared negligible; age, gender, grade point average, and parental educational levels were not significant factors for student retention in developmental education mathematics courses. Although statistical evidence did not support reversal of the proposed null hypotheses, pertinent issues for further research were raised.
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Reyes, Ernesto Oscar. "COMMUNITY COLLEGE AND HIGH SCHOOL PARTNERSHIP: COLLEGE MATH READINESS PROGRAM." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/377.

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This study describes the partnership between an urban community college and seven high schools from its inception. The purpose of the partnership was to increase the number of high school seniors transitioning into college-level math courses through the college math readiness program, an existing community college intermediate algebra course. In addition to archival records and documents, college math faculty, high school math teachers, administrators and staff, and college students were interviewed for this study. Four major challenges were identified in the following areas: student recruitment process, data management, lack of information to students, and collaboration among math faculty and math teachers. Despite all challenges, the partnership and the college math readiness program was perceived by stakeholders to be a successful program for the students and the institutions involved.
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Books on the topic "College remedial education"

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Elizabeth, Farris, and National Center for Education Statistics., eds. Remedial education at higher education institutions in fall 1995. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Fine, Kerry Kinney. Retention of Minnesota college students: Reading, writing, and remedial education. St. Paul, Minn. (600 State Office Bldg., St. Paul 55155): Research Dept., Minnesota House of Representatives, 1990.

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Mansfield, Wendy. College-level remedial education in the fall of 1989. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1991.

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Mansfield, Wendy. College-level remedial education in the fall of 1989. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1991.

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Mansfield, Wendy. College-level remedial education in the fall of 1989. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1991.

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Mansfield, Wendy. College-level remedial education in the fall of 1989. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1991.

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Mansfield, Wendy. College-level remedial education in the fall of 1989. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1991.

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Mansfield, Wendy. College-level remedial education in the fall of 1989. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1991.

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Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA: Excess hours at community colleges warrant attention by the Department of Education and the Legislature. Tallahassee, Fla: Florida Office of Program Policy Analysis and Government Accountability, 2005.

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Bettinger, Eric. Addressing the needs of under-prepared students in higher education: Does college remediation work? Cambridge, MA: National Bureau of Economic Research, 2005.

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Book chapters on the topic "College remedial education"

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Jordan, Chet, and Anthony G. Picciano. "Florida Ends Required Remedial Education." In Post-Recession Community College Reform, 99–117. New York, NY : Routledge, 2020. | Series: Routledge research in higher education: Routledge, 2019. http://dx.doi.org/10.4324/9780429453052-6.

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Russell, Jacob R., and Dani V. McMay. "Pre-College Instruction." In Higher Education Accessibility Behind and Beyond Prison Walls, 153–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3056-6.ch007.

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Instructors at prison-based college programs face many challenges not encountered on traditional college campuses. Instructors used to conventional campus-based students and teaching environments often find themselves unprepared or overwhelmed because prison-based programs differ in many ways from traditional college classrooms. Many incarcerated students lack the necessary fundamental academic writing and communication skills to succeed in college-level courses but not the intelligence and dedication. Instructors often find themselves unprepared for and inexperienced in teaching remedial-level writing and grammar skills, especially to non-traditional adult learners. This chapter discusses the differences between campus and prison classrooms, incarcerated students' academic backgrounds and needs, and the instructional limitations of teaching in prisons. This chapter provides instructional methodology tailored to the unique needs of incarcerated students, as well as examples of syllabi, worksheets, and practice exercises.
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Neimann, Theresa. "Issues of Developmental Instruction in Higher Education and the Need for Change." In Advances in Early Childhood and K-12 Education, 253–70. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9775-9.ch014.

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Achievement gaps are responsible for low high school graduation rates, low college enrollments, low college graduation rates, and lack of job readiness. Because many of today's high school students are not college ready, there is the need for developmental education in community colleges. Approximately 60% of high school graduates need to take remedial education courses before they can take credit bearing classes, and 76% of high school graduates do not meet ACT college readiness benchmarks. Dual enrollment is one way to address this issue. Opportunities to extend college credits to interested high school students have been increasing as an intervention strategy in preparing students for college, improving graduation rates, and reducing the time of college completion.
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Keenan, Sheri Jenkins, and Jeffrey P. Rush. "The Relationship Between Tracking and School Violence." In Handbook of Research on School Violence in American K-12 Education, 389–400. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch019.

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Tracking in the American education is where students are formally assigned/labeled college prep, general, or vocational. In some areas of the United States, tracking/labeling begins as early as kindergarten. IQ and early achievement tests designed to measure “ability” determine track/label placement in the elementary school years, thus setting in place an educational trajectory for the students' educational tenure. Social reaction or labeling theory holds that criminality is promoted by becoming negatively labeled by significant others. Labels such as “gifted,” “honors,” “average,” “remedial” give certification of overall ability or worth. These labels teach students that if the school does not identify them as capable in earlier grades, they should not expect to do well later. Such labels isolate kids from society and lock them into lives of antisocial behaviors. Labels create expectations that the labeled person will act in a certain way. Eventually these students begin to accept their labels as personal identities, locking them further into lives of crime and deviance.
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"INSTRUCTION IN BASIC SKILLS: The Dominance of Remedial Pedagogy." In Basic Skills Education in Community Colleges, 61–84. Routledge, 2013. http://dx.doi.org/10.4324/9780203094297-9.

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Garling, Brittany Ann, and Lucas DeWitt. "Literacy Development, Higher Education, and the Achievement Gap." In Poverty Impacts on Literacy Education, 166–90. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8730-0.ch009.

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This chapter will explore the challenges of students entering college who have gaps in their literacy development. Historical events within education that have led to some of these skills set gaps will be reviewed. Additionally, causes and current remedies to help students as they try to navigate higher education while needing additional support with their literacy skills will be discussed. Finally, the issue of how colleges are forced to react to students who do not have the skills to compete with the expected academic rigor and steps needed to help both high school educators and professors remedy these instructional challenges will be reviewed.
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Neimann, Theresa D., Uta M. Stelson, and Stefan J. Malecek. "Building a Culture of Completers by Understanding the Etiology of Adult Learning Deficits Stemming from Childhood." In Encyclopedia of Strategic Leadership and Management, 784–98. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch054.

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Statistics about achievement gaps and college non-completion have been published in journals geared to inform administrators of higher education, such as the Chronicles of Higher Education and publications by the Community College Research Center (see, for example: Bailey, Jeong & Cho (2008). While the focus is usually on cognitive or systemic remedies, many educators and administrators fail to see the connection between psychological development during childhood and college non-completion as one of the possible problems. Chronic exposure to stress hormones, whether it occurs during the prenatal period, infancy, or childhood has long term effects in adulthood learning. While many educators in higher education have spent hours on professional development processes, many shy away from transformational teaching/learning because a certain amount of vulnerability or unfamiliar paradigms are involved. Concurrently, many administrators fail to see the need to inform their faculty about new teaching modalities, such as transformational teaching, and also fail to allocate funding for professional development in this area, whether in the form of in-service learning opportunities or external conference attendance. The authors suggest that both teachers and educational managers at both the college and state levels, particularly at the level of adult education, need to understand the ramifications of Maslow's Hierarchy of Human Needs on students' ability to learn and adopt an approach to transformational teaching/learning whereby they can help to offset the gloomy statistics in achievement gaps. In transformational learning the educator becomes a facilitator that enables students to learn through activities that are shared by educators and students. This platform has the potential to empower students and educators to re-examine their roles, beliefs, and assumptions, and ultimately helps to reform teaching practice in teaching environments to the benefit of both educators and their learners. Training of educators to adopt a transformational teaching approach can come at the level of each college, but can also come through statewide trainings conducted by educational managers within each State's Department of Education or Department of Community Colleges and Workforce Development. Thus, the authors seek to encourage educators as well as educational managers to re-consider their philosophy of teaching from the perspective of transformational theory.
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Fender, Paula. "Studying the African American Narrative in English Composition Classes." In Advocacy in Academia and the Role of Teacher Preparation Programs, 225–38. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2906-4.ch013.

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This piece explores the history of rhetoric that can be placed in the context of contemporary college classrooms. Though US colleges explore and teach the fundamentals of rhetoric from a Greek perspective, this piece explains the oratory heritage of Africa, where rhetoric began (Diop, 2008; Hilliard, Williams, & Damali, 1987; Jackson II & Richardson, 2003; Semmes, 1992). Contemporary college classrooms can remediate their practices of teaching rhetoric by exploring it through the lens of Egyptian's ancient rhetorical traditions. African American (AA) students maintain their oral traditions through storytelling and contemporary religious rhetoric. Scholars presented in this piece will show that the oral rhetorical traditions of ancient Africa, African American spirituality, and AA linguistic patterns can help teachers of AA students in the contemporary classroom. It will also examine the narratives of critical race theory, social justice, and opportunity as they relate to students in educational settings.
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Bhanot, Astha, and Ritty Francis. "Stress Management in Educational Institutions." In Handbook of Research on Strategic Business Infrastructure Development and Contemporary Issues in Finance, 135–51. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5154-8.ch011.

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In the modern state of affairs, people are stressed due to insignificant effects in life, whether it is at work or at home. Many studies have been conducted on stress over hundreds of years. Stress can be alleviated by engaging in different activities, which are of one's interest. This chapter, therefore, tries to address many questions related to stress in the workplace (in educational institutions in Jabalpur District). It also analyzes the stress levels with the help of percentage among the teaching faculty in professional and degree colleges through data collection and feedback. This chapter shows the reason behind the conception of stress amongst the teaching faculties of technical and non-technical teaching institutes in Jabalpur district, along with the remedies in dealing with stress and managing it to be successful. It enhances the confidence level by recommending the stress relieving activities. This chapter explores the meaning, causes, and a literature review of stress and techniques to handle it. This chapter also includes primary data collected from 6 different colleges (3 technical and 3 non-technical) of 150 teachers, which is further analyzed and discussed along with the recommendations to relieve stress.
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Sharma, Reeta, and Shantanu Ganguly. "Reengineering India's Education System Through E-Learning." In Advances in Library and Information Science, 147–62. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5146-1.ch009.

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The education marketplace in India is changing dramatically, whether at school, university, or at advanced or professional course levels. In today's context, the need of the hour is to augment knowledge in every sphere to remain abreast of the competitive landscape. On the other hand, with the constant advent of ICT and rapid invasion of internet in the knowledge society, the online delivery models are becoming user friendly, interactive, and dynamic. Universities and colleges face significant constraints in raising revenue, growing classroom capacity, and increasing student enrolments; student graduation rates remain a major concern and graduating students are finding it difficult to find suitable jobs with corporations, who are demanding greater and varied skills and competencies. Online education platforms are constantly evolving as a great savior by providing suitable professional courses to the right aspirants at the right time, at the right place. This chapter is an exploratory study of the role of e-learning platforms, which emerged as one of the major remedies in India's education system.
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Conference papers on the topic "College remedial education"

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Kale, Sandip, and S. N. Sapali. "Private Engineering Education Scenario in India." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39952.

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In India, government aided and private engineering institutes provide engineering education. Government aided institutes include Indian Institutes of Technology (IITs), National Institutes of Technology (NITs), Regional Engineering Colleges (RECs) and government engineering colleges. Ten percent of the total students get education in government-aided institutes and are globally accepted too. Remaining ninety percent of the total students get education in private self-financed engineering institutes. To meet the increasing demand of engineers from various industrial sectors, a quantitative growth of private engineering institutes took place with an average annual intake capacity of four hundred to five hundred students. With increasing annual intake capacity, the trend of vacant seats in private engineering institutes is also increasing rapidly year wise. Indian industry demands many engineers, but only a few students passed out from private institutes are employable. There is a challenge to build the gap between what industries are looking for the engineers and the education provided in the institutes. In this article, the authors have tried to frame the strengths, weaknesses, opportunities and threats (SWOT) analysis and recommend some remedial actions needed for private engineering institutes in India.
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Moore, Susan. "USING A PHONETIC ALPHABET, THE INITIAL TEACHING ALPHABET (I.T.A.), TO REMEDIATE READING DISABILITIES IN FIRST-YEAR COLLEGE STUDENTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0829.

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