Relevant bibliographies by topics / Remedial teaching – Evaluation

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Academic literature on the topic 'Remedial teaching – Evaluation'

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

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Journal articles on the topic "Remedial teaching – Evaluation"

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Kansky, Bob. "One Point of View: The Calculator-based Curriculum: Deceased or Just in “Suspended Automation”?" Arithmetic Teacher 34, no. 6 (February 1987): 4. http://dx.doi.org/10.5951/at.34.6.0004.

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In 1980, after fourteen years of hearing me complain about the burden of teaching large classes in remedial mathematics, my department head assigned me a teaching aide. I was pleased to find that the aide had several year of experience in mathematics classrooms at all levels and was reputed to be patient, reliable, a ready source of ideas, and willing to help students at any hour on any day. A formal evaluation of my aide's performance confirmed that students not only learned all the standard fare of that remedial mathematics class but also were able to solve problems not addressed in other sections of the the course. My aide was, in fact, a handheld (nonprogrammable) calculator.
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Moats, Louisa Cook, and Cheryl Smith. "Derivational Morphology." Language, Speech, and Hearing Services in Schools 23, no. 4 (October 1992): 312–19. http://dx.doi.org/10.1044/0161-1461.2304.312.

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For unclear reasons, current language tests and remedial teaching materials often do not include the explicit evaluation or teaching of derivational morphology. This article reviews recent research on children’s knowledge and acquisition of derivational morphology across studies of listening, speaking, reading, and spelling. We conclude that this dimension of language organization deserves more attention than it now receives in language instruction.
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Hsiao, Hsien-Sheng, Cheng-Sian Chang, Chiou-Yan Lin, Berlin Chen, Chia-Hou Wu, and Chien-Yu Lin. "The development and evaluation of listening and speaking diagnosis and remedial teaching system." British Journal of Educational Technology 47, no. 2 (December 22, 2014): 372–89. http://dx.doi.org/10.1111/bjet.12237.

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Johnson, W. Brad, and Rioh'det Corser. "Learning Ethics the Hard Way: Facing the Ethics Committee." Teaching of Psychology 25, no. 1 (January 1998): 26–28. http://dx.doi.org/10.1207/s15328023top2501_7.

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This article describes an approach to enhancing the value of case study material in teaching professional ethics in psychology. The mock committee approach involves a series of hearings convened fry students who rotate membership on a class ethics committee. Members of the class participate randomly as psychologists accused of various ethical violations. While the class observes, formal complaint hearings occur that result in official rulings and the setting of appropriate penalties and remedial requirements. The larger class then joins in active feedback and exchange with the committee to highlight and discuss salient ethical issues. We present and discuss student evaluation data for this technique and comment on the potential advantages of this teaching approach.
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Kabir, Md Humayun. "Evaluation of an Anglo-Centric ELT Textbook in Bangladeshi Context: A Case Study." IIUC Studies 8 (September 10, 2014): 11–26. http://dx.doi.org/10.3329/iiucs.v8i0.20399.

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With the advancement in human civilization and human understanding we are now bold enough to ask the value of and rationale for something imposed on us by any quarter. If carefully observed, it is evident that BANA (Britain, Australia and North America) country materials have dominated the ELT (English Language Teaching) related field for quite a long time. We anxiously notice that in these materials the socio-cultural background of the vast community of ESL/EFL users (learners and teachers) is grossly ignored. Since the learner’s background knowledge i.e. ‘schema’ is an issue of paramount importance in ELT, in this study our attempt is to assess and justify the suitability of the Anglo-centric ELT textbooks titled Foundation English Course (FEC) Book-I&II which is designed to teach the students of REC (Remedial English Course) programme at IIUC (International Islamic University Chittagong). DOI: http://dx.doi.org/10.3329/iiucs.v8i0.20399 IIUC Studies Vol.8 December 2011: 11-26
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Chianese, J., and B. Channon. "Teaching, learning and assessment of undergraduate radiography students: a strategy to develop progression towards competency." Journal of Radiotherapy in Practice 3, no. 1 (June 2002): 3–11. http://dx.doi.org/10.1017/s1460396902000110.

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A new clinical teaching, learning and assessment strategy for radiotherapy and diagnostic imaging undergraduates was developed by action research. Outcome-based competencies were used together with other strategies to progress students' learning through successive levels with the aim of developing essential and desirable attributes of the respective professions. The planning team consisted of academic and clinical staff resulting in a shared project. Specific outcomes for each profession were devised by subgroups of the original team. The radiotherapy scheme implemented formative staged outcomes and the report focuses mainly on this strategy. Evaluation reveals that discriminations can be made at an early stage between those students achieving and those who are not. Highlighting specific areas for improvement allows opportunities for remedial work and creation of individual action plans. Key clinical staff underwent specific training to facilitate students' development and act as effective gatekeepers to progression. Recommendations for further research are to survey graduates now in employment to investigate how well they feel the scheme has fitted them for practice. There is also the potential to survey those who left the course prior to completion to discover if the scheme has helped to develop transferable skills for life long learning.
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Hajji, Muhammad Ali EL. "The Effect of Office Politics upon the Implementation and Management of the Job Evaluation Programme: An Analytical View." International Journal of Human Resource Studies 4, no. 1 (February 16, 2014): 15. http://dx.doi.org/10.5296/ijhrs.v4i1.5130.

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This paper concentrates on the negative office politics and negative ‘office ‘politicians’ by simply identifying their divisive effect in context with the implementation and management of the job evaluation programme within organisations along with the difficulties that this can cause both the programme’s committee or management and the employees whose jobs are to be evaluated. It does this by way of example and not because the former (office politics) is considered an exclusive phenomenon of the latter (job evaluation). From here this paper traces the sources of power for those office ‘politicians’. Simultaneously it suggests counter-measures (prophylactic and remedial) by which both the harm caused by and the virulent effect that can result from such unhealthy office politics in relation to the job evaluation programme can be inhibited or marginalized. The purpose and consequence of these counter-measures are to fortify the programme’s processes and outcomes against the office political ploys and tactics. Our experience of teaching this discipline for more than two decades with a further decade in education and the business sector is the backbone upon which this work is established.
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Jayanta, I. Nyoman Laba, Kadek Dewi Suryantari, and Made Sumantri. "An Analysis of Discrepancy between the Lesson Plan and the Implementation of Curriculum 2013 in Teaching and Learning Process in SD Negeri 4 Kaliuntu." Journal of Education Research and Evaluation 1, no. 2 (May 2, 2017): 73. http://dx.doi.org/10.23887/jere.v1i2.9839.

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This research aimed to determine how large the discrepancy between the ideal condition and the implementation of 2013 curriculum in teaching and learning process in SD Negeri 4 Kaliuntu reviewed from the lesson plan and teaching learning process. This research was evaluative research which apply discrepancy model. Measurement of the program effectiveness was done by comparing the ideal conditions, based on Permendikbud No. 103 of 2014, with the real conditions on the implementation of 2013 Curriculum at SD Negeri 4 Kaliuntu. Lesson plan data, was measured by the study documentation methode. Meanwhile, the teaching and learning process data was measured by observation methode. Subject of this research consisted of 6 teachers of SD Negeri 4 Kaliuntu. The data scores was form for all variables were analyzed by using the Wilcoxon’s signed rank test. The sign difference and score difference were calculated with a predetermined standard. The result of the analysis indicate that the large of discrepancy between ideal conditions (based on Permendikbud No. 103 of 2014) and the implementation of 2013 Curriculum in SD Negeri 4 Kaliuntu in terms of lesson plan is 12,17%. The discrepancy lies on indicators of learning activities, assessment of learning result, media and learning resources. Reviewed from the teaching learning process, the discrepancy occurs at 19.17%. The discrepancy occurs in the indicator of giving apperception, convey of evaluation techniques that will be used by teachers, students are directed reflection of the activities that have been implemented, and the provision of follow-up by giving remedial, enrichment, or giving assignments.
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Hagborg, Winston J., and Mary Aiello-Coultier. "Teachers' Perceptions of Psychologists' Reports of Assessment." Perceptual and Motor Skills 78, no. 1 (February 1994): 171–76. http://dx.doi.org/10.2466/pms.1994.78.1.171.

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While teachers' perceptions of psychologists' reports have often been studied, using many different methods, they have rarely been examined using teachers' perceptions of actual reports they have received on their students. With 54 completed confidential questionnaires, teachers' perceptions of psychologists' reports were positive in several areas previously reported to be weaknesses, including ease of understanding, use of technical language, relevance, and teachers' satisfaction. However, consistent with previous studies, teachers found recommendations too few in number and lacking in concreteness. Very few significant differences were found in teachers' perceptions whether the evaluation was an initial one or a reevaluation, or they taught regular or remedial or special education or had been teaching for several or many years. However, when the reports were read by either frequent or infrequent readers, teachers who read 4 or more reports per year viewed them as significantly less helpful, accurate, or relevant. The findings of this study are limited by the quire low response rate as only 28% of 190 teachers completed the questionnaire.
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Jaka, Fahima Salman. "Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools." Journal of Education and Educational Development 2, no. 2 (February 8, 2016): 172. http://dx.doi.org/10.22555/joeed.v2i2.445.

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This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this study was in-depth interviews to get a deeper insight of school heads and teachers perceptions regarding the facilitation of dyslexic children. The findings revealed that children with dyslexia face many emotional and academic problems and only a few elite schools provide policy to facilitate them in mainstream education. Findings showed that some schools hired remedial teaching services or special education services and the school heads and primary teachers put in immense effort in preparing intervention plans and evaluation plans to suit individual and young dyslexic children needs. It was also suggested that positivity of the learning environment depends upon the teachers. The findings further disclosed that unlike the more developed nations, apart from a few elite schools in Pakistan, there is no importance paid to professional training related to dyslexia.
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Dissertations / Theses on the topic "Remedial teaching – Evaluation"

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Tso, Amy. "Consonant production in integrated hearing impaired primary children evaluation of training /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627103.

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Vassilenko, Larissa. "Discussion as a teaching method in remedial English university classes in Lebanon : an evaluation." Thesis, University of Leicester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427510.

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Tso, Amy, and 曹莉莉. "Consonant production in integrated hearing impaired primary children: evaluation of training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627103.

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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 theoretical base for this study included Piaget's concrete operational theory, constructivist theory, and behaviorist theory. In this causal-comparative experimental design, analysis of covariance was used to assess differences in eighth grade CRCT scores, controlling for seventh-grade test scores. Of the 50 students in this study, 25 received instruction in the REP model and 25 in the traditional model. Results indicated that the group that received the REP program instruction had significantly higher eighth-grade CRCT scores than the regular instruction group. Implications for positive social change include better understanding the most effective type of math instruction for at-risk students that can result in increased math achievement.
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Smith, Curtis John. "Evaluation of the effectiveness of using an interactive video system to supplement classroom instruction." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Yeung, Ka-po, and 楊嘉寶. "An evaluation of a supplemental instruction programme in a business statistics subject." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30250870.

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Grimm, J. Ed (Joseph Ed). "An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331745/.

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Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny Reading Test which measures comprehension, vocabulary, and reading rate. The scores are used with American College Test or Standard Achievement Test scores to place students in either remedial or regular freshman English. Remedial students, who score below the tenth-grade competency level, are placed in English 1300. Regular students are placed in English 1301 or 1302. Twelve studies were found which had been done in this area since 1980. One was directly related to this study. The Anglo and Hispanic population of the freshman class of 1987 was tested. Blacks were not included as they comprised less than 9 percent of the freshman class. There were 69 students in the experimental group and 162 in the control group. A pretest-posttest design was used. A three-way analysis of variance set up data for statistical testing. The Alpha level was set at .05. The findings indicate a significant difference for Hypothesis 1, which predicted no significant difference in the posttest performance of students required to take English 1300 and the pretest performance of students who were not. Therefore it was rejected. Because statistical testing yielded no significant difference for Hypothesis 2 — there will be no significant difference in posttest performance of Hispanic and Anglo students who were enrolled in English 1300, and Hypothesis 3—there will be no significant difference in the posttest performance of males and females who enrolled in English 1300, they were retained. Results indicate that while there is a significant difference between the means of the remedial students' posttest scores and means of the regular students' pretest scores, the program raises the performance of remedial students to a level accepted by Sul Ross State University. Therefore, the program is considered successful.
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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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Fox, Margaret Wynne. "A process for evaluating the instructional component of developmental education programs using the educational Opportunities Program at Oregon State University as a case study." Thesis, 1992. http://hdl.handle.net/1957/37278.

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Although the literature is replete with techniques to assist the researcher with the evaluation task, very few techniques regarding an effective process for evaluating developmental education programs have emerged. Those techniques that have emerged have been criticized for not producing useful results. The central purpose of this research was to develop a process for evaluating the instructional component of developmental education programs. The Educational Opportunities Program at Oregon State University was used as a case study. The review of literature established a theoretical basis for the model that was developed. A detailed description of the program is provided, as well as interviews with instructional staff. An instrument for eliciting program participants' views and opinions is included. The entire evaluation process was then evaluated for effectiveness. The evaluation process proved to be effective as a means for evaluating the instructional component of developmental education programs considering the original purpose of the evaluation. Although the focus was originally on the product, the process proved to be the most powerful catalyst for change. Future evaluators are cautioned to consider carefully the purpose, audience and intended outcome before proceeding further in the evaluation of the instructional components of developmental education programs.
Graduation date: 1992
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Lombard, Amanda. "'n Strategie vir die monitering van foute van leergeremde leerlinge in die senior primêre fase." Thesis, 2014. http://hdl.handle.net/10210/12816.

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Books on the topic "Remedial teaching – Evaluation"

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Owocki, Gretchen. The RTI daily planning book, K-6: Tools and strategies for collecting and assessing reading data & targeted follow-up instruction. Portsmouth, NH: Heinemann, 2010.

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The RTI daily planning book, K-6: Tools and strategies for collecting and assessing reading data, targeted follow-up instruction. Portsmouth, NH: Heinemann, 2010.

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Owocki, Gretchen. The RTI daily planning book, K-6: Tools and strategies for collecting and assessing reading data & targeted follow-up instruction. Portsmouth, NH: Heinemann, 2010.

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Sawyer, Richard. Posttesting students to assess the effectiveness of remedial instruction in college. Iowa City, Iowa: ACT, Inc., 2000.

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Rachal, Janella. Student placement study, 1985-86: State-funded compensatory/remedial program evaluation : placement report. Baton Rouge, La. (P.O. Box 44064, Baton Rouge 70804): State of Louisiana, Dept. of Education, Office of Research and Development, 1986.

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Roswell, Florence G. Reading disability: A human approach to evaluation and treatmentof reading and writing difficulties. 4th ed. New York: Basic Books, 1989.

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Gladys, Natchez, ed. Reading disability: A human approach to evaluation and treatment of reading and writing difficulties. 4th ed. New York: Basic Books, 1989.

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L, Trites R., ed. An evaluation of the effectiveness of computer-assisted component reading subskills training. [Toronto, Ont.]: Ministry of Education, 1987.

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Hawaii. Dept. of Education. Planning & Evaluation Branch. Hawaii Chapter 1 program evaluation: School years 1985-86 and 1986-87. [Honolulu]: Office of the Superintendent/Planning & Evaluation Branch, Dept. of Education, State of Hawaii, 1988.

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Howell, Kenneth W. Curriculum-based evaluation for special and remedial education: A handbook for deciding what to teach. Columbus: Merrill, 1987.

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Book chapters on the topic "Remedial teaching – Evaluation"

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Ranalli, Jim. "L2 Strategy Instruction." In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, 202–17. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5140-9.ch010.

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This chapter discusses the potential of technology-mediated forms of L2 strategy instruction (SI) to enhance not only the design of SI interventions but also SI evaluations and L2 strategy research more generally. The results of an empirical study are used to show how technology can facilitate the delivery of SI in ways supportive of increasingly online forms of L2 learning while at the same time providing remedies for problematic features of SI evaluation, including access to process data showing how learners actually perform strategy-related tasks, the timing and frequency of collection of learner-perception data, and most importantly, data about task definition and metacognitive monitoring, which can position L2 strategies within frameworks for self-regulated learning. The underlying premise of this chapter is the need to revitalize the field of L2 learner strategies with new methods for evaluation and research that can better capture the complex and situated nature of L2 strategy use.
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Conference papers on the topic "Remedial teaching – Evaluation"

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Lin, Lien-Fa, Cheng-Yong Huang, and Chen Hsieh-Chih. "The Construct and Evaluation of High School Physics Online Remedial Teaching System." In 2009 International Conference on Research Challenges in Computer Science (ICRCCS). IEEE, 2009. http://dx.doi.org/10.1109/icrccs.2009.62.

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