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Dissertations / Theses on the topic 'Remedial education'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

Melton, Kjera. "Effects of Remedial Education." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1216354249.

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2

Bines, H. "The redefinition of remedial education." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381765.

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3

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

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4

Fulton, Robert William. "Postsceondary developmental and remedial education : perspectives of state legislature education chairpersons and state higher education executive officers /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992793.

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5

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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6

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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<p> 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 th

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7

Best, R. E. "Remedial education in transition? : A comparative study of teacher and pupil perspectives on the organisation of remedial education in two comprehensive schools." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377700.

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8

Townsend, Sharon Brenda. "The need for a remedial qualification within inclusive education." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/622.

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Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as to whether South African educators are adequately equipped to manage the changes that will be required with the implementation of this new approach to education. More specifically, whether our educators would be more aptly prepared for the many adaptations should they be in possession of a remedial qualification. This study is aimed at providing a detailed account of the implications of introducing inclusive education in

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9

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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<p> 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 teach

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10

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

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11

Roberts, Robert. "Educators' perception of school remedial education services rendered to pupils in the mainstream of education." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/17279.

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Bibliography: pages 252-280.<br>Special Education encompasses a wide field. It is an expensive form of education and is often criticized for its shortcomings. One part of Special Education is remedial teaching for children with learning disabilities. In order to provide good quality services, it is necessary to evaluate what is currently being offered and what is envisaged as desirable for the future. This study focusses on those two factors by examining the perceptions of remedial teaching as held by educators (principals, regular class teachers and remedial teachers themselves) in fifty-two

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12

Young, Henry. "Perceived Lack of Teacher Empathy and Remedial Classroom Conflicts." NSUWorks, 2016. http://nsuworks.nova.edu/shss_dcar_etd/44.

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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 s

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13

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' perc

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14

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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15

Zhou, Joe Y. Kennedy Larry DeWitt Davidson Raymond. "Teaching revision in the writing curriculum of postsecondary education." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507290.

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Thesis (Ed. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed March 22, 2006. Dissertation Committee: Larry D. Kennedy, Raymond A. Davidson (co-chairs), Patricia H. Klass, Barbara L. Nourie. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.

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16

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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17

DeFilippis, Christy Leigh. "Perceptions of Teachers on Instructing Remedial Mathematics Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/137.

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Approximately 12% of students at the study middle school failed to reach proficient levels on state assessments in mathematics from 2010-2012. Poor performance on assessments can limit future mathematical trajectories and opportunities for students. One of the causes for failing to meet proficient levels on mathematics assessments could be the inconsistent use of teaching practices targeted at supporting lower achieving students; according to such reasoning, a consistent use of research-supported practices could result in improved student performance. Kolb's experiential learning theory, Vygot

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18

Donaldson-Selby, Claudia. "The use of poetry in remediation." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/21154.

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This dissertation presents an evaluation of a new method of teaching reading by means of a handbook for teachers and a workbook for children who have not learnt reading after being taught by the traditional methods in the classroom. The method uses poetry, mainly in doggerel and limerick form, assembled into a sequential and meaningful reading/spelling programme which, together with reference to phonics workbooks and reading books, trains the beginner reader up to the level of reading literacy. Research on the literature available shows that poetry has not yet been used as a total remedial pro

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19

Handerhan, Eleanor Casagrande. "Reading instruction as defined by "successful" teachers and their first grade students within an early intervention program." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239368859.

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20

Lavonier, Nicole. "Evaluating the effectiveness of remedial reading courses at community colleges| A quantitative study." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583089.

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<p> The present study evaluated the effectiveness of two instructional approaches for remedial reading courses at a community college. The instructional approaches were strategic reading and traditional, textbook-based instruction. The two research questions that guided the quantitative, quasi-experimental study were: (a) what is the effect of strategic-reading instruction on the reading performance of community college students in a developmental reading course and (b) what is the effect of traditional, textbook-based instruction on the reading performance of community college students in a d

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21

Sahlin, Birgitta. "Utmaning och omtanke : En analys av handledning som en utvidgad specialpedagogisk funktion i skolan med utgångspunkt i tio pionjärers berättelser." Doctoral thesis, Stockholms universitet, Institutionen för individ, omvärld och lärande (IOL), 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-315.

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The present thesis reports an empirical study of how ten remedial teachers or special remedial teachers, all women, encountered reality as supervisors or tutors in schools during the 1990s. The study sought to define the conditions for supervision and tutoring in the remedial-teaching function. Data was collected in two steps. The preparatory step consisted of a scrutiny of Report DsU 1986:13 on the modified remedial-teacher function, and perusal of the referees’ comments thereon. The second step consisted ofinterviews with all ten participants three years after their training as supervisors/t

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22

Henley, Elizabeth. "Engaging College Students in Online Remedial Mathematics Courses With Video Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/321.

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Many students entering college in the United States need assistance in at least one academic area, causing remedial courses to be commonplace in higher education. This study evaluated the impact of video instruction in learning the content found in an online remedial math course. The instructional videos were created using the guidelines of Universal Design and cognitive load theory. A quantitative, quasi-experimental method was used to evaluate a dataset made available by a regionally accredited private New England college's online division. The online division offers undergraduate and gradua

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23

Watson, Gale Ann. "The use of small-group instruction to support remedial students in college mathematics /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940665434461.

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24

Linden, Leigh L. 1975. "Essays in development economics : incumbency disadvantage, political competition, and remedial education in India." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28823.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Economics, 2004.<br>Includes bibliographical references.<br>(cont.) The remedial education program hires young women from the community to provide remedial assistance to third and fourth grade children who have fallen behind their peers. The program is extremely cheap (five dollars per child per year), and is easily replicable. We find the program to be very effective, increasing learning by 0.15 standard deviations in the first year, and 0.25 in the second year. The results are similar in the two grade levels, and in the two cit

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25

Samuel, Wintter Naitalya. "Teachers' Perceptions of the Impact of a Remedial Math Program on Student Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5261.

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Mathematics scores of middle school students are a major concern for educators, community leaders, parents, and other stakeholders. The purpose of this qualitative case study was to examine the perceptions of teachers regarding (a) Voyager Math (VM) as a tool to improve students' academic performance and (b) their ideas about its implementation. The theoretical foundation was guided by the theories of discovery learning, sociocultural theory, expectancy theory, and social constructivism. The research questions addressed how teachers in Grades 6-8 implemented the VM program and perceived mathem

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26

Mills, Mary K. "Evaluation of a Remedial Educational Program at a Southern Suburban Middle School." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/985.

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No Child Left Behind (NCLB) mandates that students be measured yearly on standardized state tests, rather than on classwork, to show adequate academic growth. During the 2007--2008 school year, 38% of eighth graders in one state failed the math portion of the Criterion Referenced Competency Test (CRCT). The purpose of this quasi-experimental, pretest-posttest control-group study was to determine if there was a significant difference in CRCT scores between at-risk eighth-grade math students receiving instruction in (a) the Remedial Education Program (REP) and in (b) the regular program. The t

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27

Olson, Wendy. "Toward a political economy of basic writing." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Summer2006/M%5FOlson%5F053006.pdf.

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28

Barnes, Hayley. "A developmental case study implementing the theory of realistic mathematics education with low attainers /." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-12032004-103122/.

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29

Campbell, Emily B. "The Remedial Math Process: Age and Other Factors Affecting Attrition among Students in Community Colleges." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2248.

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This study conceptualized remedial education as an attrition process in which students either progress onto the next stage or they do not, and had a particular emphasis on how age affects students’ remedial path. The purpose of this quantitative study was twofold. The researcher first sought to understand the points at which students fail to progress within the remedial math process (enrollment in remedial coursework, completion of the remedial sequence, enrollment in a college-level course, and passing the college-level course), and to statistically model the pre- and post-college entry predi

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30

Cleveland, Melanie McLaughlin. "Teachers' Perceptions of the Use of Read 180 with Secondary Remedial Reading Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/55.

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Read 180 is a research-based reading intervention program. One local district implemented the program to improve student performance on the state assessment, and after a year of implementation, nearly half of the students in the district studied still did not make adequate progress in reading. The purpose of this study was to explore teachers' perceptions of and experiences with the use of Read 180 in secondary reading classrooms. Guided by Carroll's framework on the critical aspects of implementation, the study examined teachers' perceptions of (a) availability of resources necessary to adher

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31

Conner, Jeanette. "A Study Using the Initial Teaching Alphabet as a Remedial Technique for Ninth Grade Students with Learning Disabilities." TopSCHOLAR®, 1985. http://digitalcommons.wku.edu/theses/1907.

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The reading achievement of two groups of ninth grade students with learning disabilities was compared using the standard scores on the Reading subtest of the Wide Range Achievement Test (WRAT) as the pre- and posttest measurement to determine gain in reading achievement. The experimental group used only curriculum materials written in the Initial Teaching Alphabet (ITA). The control group used curriculum materials written in traditional orthography provided for students with learning disabilities by a rural Kentucky School District. At the end of an 80-day period, the standard scores on the

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32

Holm, Daniel Thomas. "The influences of a literature discussion group: "Remedial" readers and teacher-researcher." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186559.

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The purpose of this study was to examine the responses of third grade students to literature discussions. The theoretical framework of this study is embodied in a transactive theory of reading as explained by a reader-response perspective. The design was descriptive to provide insights concerning the instructional setting, teacher-researcher role, students, and teacher-colleagues. Ten third grade students, identified by their classroom teachers as "remedial" readers, participated in this study. The students, from three classrooms, attended a 45 minute weekly literature discussion session for a

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33

Reed, Keith Deon. "A Comparative Study of Student Achievement in Remedial Math Courses through Online and Traditional Delivery Modes at Northwest Mississippi Community College." Thesis, Arkansas State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10639766.

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<p> This study focused on student achievement in remedial math through online and traditional delivery modes at Northwest Mississippi Community College. Student participants were interviewed through a semi-structured interview process to determine perceived influences and challenges that affected success in remedial math courses. The perceived influences and challenges that emerged from interview data were used to comparatively analyze online and traditional classroom modality of instruction. The acquired interview data provided for a systematic process to determine if there was a significant

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34

Blundell, Shelley. "A Descriptive Phenomenological Investigation of the Academic Information Search Process Experience of Remedial Undergraduate Students." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1429452955.

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35

Brinkley, Tassi Fite. "A Case Study of a University's Remedial Program for Passing the Praxis I." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1774.

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Underprepared students desiring to enter teacher education programs struggle to achieve minimum state-required Praxis I exam scores. This problem affects teacher education programs, student success, and university enrollment and retention. With proper resources and support, these students may experience personal and academic success that may be transferred to their own students once they are certified teachers. At the participating mid-South university, the effectiveness of the existing remedial program was unknown. The study's purpose, rooted in the constructivist learning principles of Dewey

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Jennings, Heather Morgan. "Psychological Factors in the Academic Achievement of Remedial-level English Students in Community College." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/183991.

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Educational Psychology<br>Ph.D.<br>Rates of in-coming college students in need of academic remediation are on the rise, for both community college and four-year colleges. Consequently, many of these students will be required to enroll in some level of academic remediation in reading, writing and/or math to develop the basic skills necessary for student success in college-level courses. Poor completion rates in remedial courses and the limited progression by remedial students to enter advanced college-level study make these students more "at-risk" for course failure and subsequent college drop-

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郭悦生 and Yuet-sang Kwok. "Helping an autistic student to use money in daily life: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256624.

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38

Miller, Lynne Dee. "The teaching/learning of reading in reading resource rooms: An exploratory study." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184457.

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The purpose of this study was explorative, descriptive, and generative. Through systematic observation, interview, and analysis procedures, the researcher addressed the following questions: (1) What occurs in the reading resource rooms visited related to reading teaching/learning? (2) What variables, grounded in the collected data, appear to be core (grounded theory terminology) to reading teaching/learning in the reading resource rooms visited? (3) What substantive research questions related to the teaching/learning of reading can be generated from the data collected? The procedures for data

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Mbwiri, Francis I. "Remedial Math Instruction Intervention| Efficacy of Constructivist Practices on Alternative Students with Disabilities Mathematics Achievement." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254864.

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<p> Many students with disabilities attending alternative high schools are not improving their mathematics ability scores. Failure to improve their mathematics ability scores has hampered their potential academic success and career prospects, resulting in many students dropping out of schools without graduating. The purpose of this quantitative study was to evaluate the effect of a 10 week of constructivist and traditional instruction and investigate a possible causal relationship between experimental and control groups pretest and posttest mathematics ability score. The study adopted a qua

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Robinson, Stuart Ivan. "The role of the microcomputer as a diagnostic, prescriptive and learning instrument in remedial education." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/15892.

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Bibliography: pages 222-229.<br>The number of pupils with learning disabilities is on the increase and effective ways of attempting to remediate such pupils are always being sought. Current technology has presented remedial teachers with a potentially dynamic aid in the form of the microcomputer. Many of the attributes of computer-aided learning closely parallel the principles of remedial teaching and to this end it was attempted to establish the role of the microcomputer in remedial education. An in-depth study of the literature was undertaken. In the practical sphere, a survey was conducted

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41

Schroeder, Sandra Davey. "The identification and description of changes in mathematics anxiety when remedial mathematics courses are taught using conceptual teaching methods." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392313528.

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Costner, Beth Greene. "The effects on student achievement and attitudes of incorporating a computer algebra system into a remedial college mathematics course /." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1227733396.

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Harris, Loretta Faith. "Evaluating a Daily 90-Minute, Remedial Reading Intervention for Influence on Students’ Reading Achievement." Thesis, NSUWorks, 2011. https://nsuworks.nova.edu/fse_etd/47.

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Evaluating a Daily 90-Minute, Remedial Reading Intervention for Influence on Students’ Reading Achievement. Loretta Faith Harris, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Achievement Level, High School, Reading Fluency, Remedial Reading, Criterion Referenced Tests. The goal of NCLB educational reform was to bring all students to a level of academic proficiency by 2014-2015. Tenth-grade students are expected to show success in meeting the state standards by achieving a passing score of 1926 DSS on the reading section of

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44

Henshaw, Ann. "Oral reading errors and metalinguistic knowledge : a study of remedial readers in the secondary school." Thesis, Keele University, 1988. http://eprints.keele.ac.uk/3847/.

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Both the oral reading errors and the metalinguistic knowledge of 52 eleven year old Secondary school remedial readers were investigated during 9 reading task/structured interview sessions. The children read three texts which were of similar linguistic difficulty but which differed in terms of their 'accessibility': SELF-texts (based on the readers' oral language); PEER-texts (the 'self-generated' texts of their peers) and a CLASS-text passage from a typical class-reader. The results of the analyses performed on the children's REFUSAL, OMISSION, INSERTION, and SUBSTITUTION errors showed that re

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45

Bass, Leonard C. "The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/149566.

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Educational Administration<br>Ed.D.<br>In the fall of 2008, after careful review of academic performance data collected from a predominantly White community college in southeastern Pennsylvania, African-American males testing into remedial courses were found to be the most at-risk population enrolled. To address the achievement gap its African-American males were facing, the College involved in this study turned to mentoring to increase these students' academic success rates. The purpose of this study was to explore the impact of mentoring on African-American males who tested into remedial cou

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46

Shields, Katherine A. "Institutional Moderators of the Relationship between College Remediation and Degree Attainment." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:104089.

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Thesis advisor: Laura M. O'Dwyer<br>Students who take postsecondary remedial courses graduate from college at lower rates than other students, but the relationship between remedial education and college outcomes is not well understood. This study analyzes the association between remediation and the odds of degree attainment in two- and four-year colleges, after controlling for other student and institutional factors related to persistence. Using generalized multilevel mixed modeling, it examines variation in these relationships across institutional contexts. Data are drawn from the Beginning P

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Herrera, Heather. "A dropped stitch| The policies and practices of remedial English and their impact on immigrant-origin students in community colleges." Thesis, New York University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643026.

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<p> Ample data exists indicating that immigrant-origin students are underperforming in education at all levels. In particular, immigrant-origin students are disproportionally the least prepared for higher education. As a result, a majority of these students begin their academic careers at community colleges where they enroll in remedial courses at rates far higher than those for other student populations. Such is the common pathway for immigrant-origin students entering an Urban Public University system (UPU). Research tells us that students who enter college academically underprepared and who

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48

Creason, Linda Marie Garavalia Linda S. "Relationships among community college developmental reading students' self-regulated learning, Internet self-efficacy, reading ability and achievement in blended/hybrid and traditional classes a program review /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education and Dept. of Psychology. University of Missouri--Kansas City, 2005.<br>"A dissertation in education and psychology." Advisor: Linda S. Garavalia. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 124-134). Online version of the print edition.

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49

Snyder, Kermit. "The Effects of a Summer Math Program on Academic Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2459.

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The math achievement of students is low in a small rural district in Colorado. The purpose of this study was to explore the efficacy of a summer third through fifth grade math program in improving math scores. Piaget's theory of cognitive development was used as the theoretical foundation for the math instructional resource delivered to the struggling students in the program. A quasi-experimental design was used to address whether the math scores improved for the participating students (n = 145) and whether the participating students experienced a smaller summer loss in academic achievement th

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Heron, Michele. "How does Self-Regulation impact student’s use of Mathematical Strategies in a Remedial Mathematics Course?" Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1290048945.

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