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In knowledge structure theory (KST), an individual's knowledge state represents the items that the individual can completely solve. Based on the differences in individuals' latent cognitive competence, polytomous knowledge states can be used to partially represent individuals to solve items. This paper explores the construction of polytomous knowledge states and polytomous knowledge structures on a polytomous knowledge domain Q × L . A quasi-ordinal polytomous knowledge space and a polytomous knowledge space can be induced by two different entail relations, respectively. When the polytomous knowledge structure (Q , L , K) on Q × L is determined, accurately evaluating an individual's polytomous knowledge state is the key to providing learning guidance and taking teaching remedial measures for the individual. Therefore, we study the basic assessment procedure for a given polytomous knowledge structure, and a concrete example is designed to illustrate the method presented in this paper. [ABSTRACT FROM AUTHOR]

The study aimed to determine the effectiveness of the remedial reading program on the reading comprehension of pupils at Sta. Lucia Elementary School. Specifically, this study aimed to verify the effectiveness of the proposed special remedial teaching program in developing the skills in getting from the context, noting details and making inferences. The pre-test/ posttest Time Series Experimental Design was used in the study. Based on the Phil-IRI pretest results, there were a total of sixty pupils who were identified frustration level of readers which were taken as the subjects out of 204 Grade Four Pupils of Sta. Lucia Elementary School. Thus, remedial programs were provided to help these pupils compensate for the insufficient learning in previous academic setting. The remedial teaching in reading skills was applied to the special group given the special remedial teaching which was four times a week for fifteen minutes in each session (30 Grade IV pupils) on lessons on getting meaning from the context, noting details and making inferences. On the other hand, another group of 30 Grade IV pupils served as the regular group given the regular remedial teaching which was two times a week for thirty minutes in each session. Based on the study conducted, it showed that the reading performance of the students in the control and experimental group in the pretest did not differ significantly on getting meaning from context, noting details and making inferences. The effectiveness was indicated when the gain scores of both groups taught by program of remedial teaching. However, special group was significantly higher compared the regular group. The Special Remedial Reading Program for Grade four pupils was proven effective in improving the reading comprehension of the children’s reading skill in English since there was a very significant difference between the performances of the two groups after the experiment in favor of the experimental group. The computed mean of the experimental group is almost twice as high as compared to the computed mean of the control group. This indicates that those who underwent to the special remedial reading program had better performance than those who were granted with the regular remedial reading program. The Special Remedial Reading Program was an effective strategy because of the development observed by the pupils. It is suggested that elementary teachers must apply this program especially the special remedial reading session to proliferate its effectiveness and teachers be kept abreast in a new mode of teaching that could maximize pupils’ participation as well as promote Higher Order Thinking Skills (HOTS) to the elementary pupils. Thus, this could make a great foundation in their formative system. [ABSTRACT FROM AUTHOR]

Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey. [ABSTRACT FROM AUTHOR]

As the disruptive effects of COVID-19 on education have prompted conversations about remedial learning and learning recovery, the expectation is increasingly that schools are more productive in less time. This raises concerns regarding potential increase in the use of prescriptive curricula. While critiques regarding the usage of such curricula abound, the lack of clarity about what it is that these curricula do and how they impact instructional processes render critiques too coarse-grained to be of value in both normative evaluations and remedial efforts. To resolve this problem, the authors provide a framework that analyzes what prescriptive curricula entail and how they impact teaching and learning. The framework postulates that prescriptiveness occurs along five dimensions and is a matter of degree along each of these. Subtle differences between how these dimensions and degrees of prescription materialize in individual curricula matter for formulating both targeted critiques about what makes such curricula objectionable and for developing adequate and feasible remedies to undo the harmful effects of prescriptive curricula. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers' perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers' perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology. [ABSTRACT FROM AUTHOR]

How informative are treatment effects estimated in one region or time period for another region or time? In this article, I derive bounds on the average treatment effect in a context of interest using experimental evidence from another context. The bounds are based on (a) the information identified about treatment effect heterogeneity due to unobservables in the experiment and (b) using differences in outcome distributions across contexts to learn about differences in distributions of unobservables. Empirically, using data from a pair of remedial education experiments carried out in India, I show the bounds are able to recover average treatment effects in one location using results from the other while the benchmark method cannot. [ABSTRACT FROM AUTHOR]

This longitudinal study documents a trilingual child's struggle with decoding and word recognition, the remedies sought to help him start reading in his second language (English) while he was in French immersion, and his performance after the intervention on tests of phonological awareness in L1 Romanian, L2 English, and L3 French. The study commenced at age 5;6, when the child, Alex, was in English kindergarten and diagnosed with a reading deficit. The initial diagnostic assessment uncovered his near-complete lack of phonological awareness, a key ingredient of emergent reading. An intervention using a multisensory approach to reading was used twice a week until the child was 7;9, at which point he was completing grade 2 in French immersion. Alex's phonological processing abilities were assessed in all three languages immediately after remediation in order to determine: (i) whether his phonological processing skills improved in English, the language of the intervention; (ii) whether there were similar effects in the two non-remediation languages (Romanian and French); and, finally, (iii) whether children at-risk for reading difficulties are able to continue their education in an L3, such as French in an immersion context. [ABSTRACT FROM AUTHOR]

Background: Preregistration nursing students (trainee nursing associates and student nurses) may have a disability or impairment that requires reasonable adjustments while they are on clinical placement. At The Open University, practice tutors support nursing students on clinical placement, which includes overseeing the facilitation of any such reasonable adjustments. However, they may not feel prepared to provide this support. Method: A qualitative approach with a broad interpretivist paradigm was adopted. Data were collected from three focus groups that included a total of 10 nursing practice tutors. Audio data were transcribed and analysed using complete coding followed by thematic analysis. Findings: Three main themes were identified – it's complex; impact of engagement; and a cohesive approach – along with associated subthemes. Conclusion: Despite their clear interest in helping nursing students who require reasonable adjustments for practice-based learning, practice tutors can be hindered by barriers resulting from a lack of both training and guidelines. The complexity of the practice tutor role and student issues can compound this. Consistency in practice tutor training is recommended, as well as regular access to peer support to address these difficulties and develop the skills and knowledge. [ABSTRACT FROM AUTHOR]

Cognitive diagnostic assessment (CDA) intends to identify learners' strengths and weaknesses in latent cognitive attributes to provide personalized remedial instructions. Previous CDA studies on English as a Foreign Language (EFL)/English as a Second Language (ESL) writing have adopted dichotomous cognitive diagnostic models (CDMs) to analyze data from checklists using simple yes/no judgments. Compared to descriptors with multiple levels, descriptors with only yes/no judgments were considered too absolute, potentially resulting in misjudgment of learners' writing ability. However, few studies have used polytomous CDMs to analyze graded response data from rating scales to diagnose writing ability. This study applied polytomous CDMs to diagnose 1166 EFL learners' writing performance scored with a three-level rating scale. The sG-DINA model was selected after comparing model-data fit statistics of multiple polytomous CDMs. The results of classification accuracy indices and item discrimination indices further demonstrated that sG-DINA had good performance on identifying learners' strengths and weaknesses. The generated diagnostic information at group and individual levels was further synthesized into a personalized diagnostic report, although its usefulness still requires further investigation. The findings provided evidence for the feasibility of applying polytomous CDM in EFL writing assessment. [ABSTRACT FROM AUTHOR]

Appropriate teaching aids can assist remedial pupils in mastering basic numeracy skills effectively. However, issues persist of remedial pupils struggling to grasp basic numeracy skills, potentially due to the lack of suitable teaching aids tailored for Malaysia's Special Remedial Programme. Thus, this quantitative study aimed to identify remedial teachers' needs for developing new basic numeracy teaching aids in the Special Remedial Programme. This study adapted McKillip's Discrepancy Model to guide the needs analysis. A quantitative survey methodology was used with 143 remedial teachers respondents in Melaka state, Malaysia. A validated questionnaire measured the levels and discrepancies in remedial teachers' utilisation, perceptions, constraints, and skills regarding proposed basic numeracy teaching aids by the Ministry of Education Malaysia. Descriptive statistics were calculated. Findings showed moderate utilisation, high positive perception, moderate constraints, and high skills levels in using existing basic numeracy teaching aids. Discrepancies were identified in each construct, indicating the need for improvements tailored for better remedial learning. The results suggest modifying and developing new basic numeracy teaching aids that meet remedial pupils' learning characteristics, fostering their creative thinking, facilitating self-directed learning activities, improving time efficiency in teaching and learning mathematics, providing various customisable teaching aid templates that are easy to reproduce with affordable everyday materials, and developing userfriendly technology teaching aids. Addressing these needs can enhance remedial teaching practices and pupils' numeracy achievement. This study provides an important initial evidence base for designing and developing appropriate basic numeracy teaching aids based on remedial teachers' current needs. [ABSTRACT FROM AUTHOR]

We assess the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted during school hours in small groups. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, we fine-tuned the intervention tools for each subsequent cohort. We found positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials. [ABSTRACT FROM AUTHOR]

This study examines disparities in teaching practice corrective feedback among university assessors in the Tanzanian context: Implications on pre-service professional practices. A mixed-method research design was employed to bring together different strengths and non-overlapping weaknesses of quantitative and qualitative methods. The purposive sampling technique was used to get 120 undergraduate pre-service teachers from three colleges involved in the study. Questionnaire, interview and documentary reviews were used to collect data and analyzed descriptively to provide summaries in terms of numerical counts and frequencies. The study revealed that teaching practice assessors have conflicting suggestions and non-consensus in supporting pre-service teachers when dealing with similar issues. Conflicting suggestions might pose anomalies on the course of action to be undertaken by pre-service teachers who are trying to grow professionally. The study recommends the formulation of inter-institutional consensual supervisory guidelines that could inform synergy among university teaching practice assessors and supervisors. [ABSTRACT FROM AUTHOR]

Medical students in their clinical phase face various academic and non-academic challenges affecting their achievement of expected competencies. Medical students who fail competency assessments are encouraged to enrol in a remediation programme. Due to COVID-19, remediation learning activities have been altered to distance learning. Unfortunately, studies on clinical remediation programmes are scarce. This study aims to explore the clinical clerkship remediation process during the COVID-19 pandemic to provide a reference for developing appropriate remediation programmes. This is a qualitative study with a phenomenological design. The remediation process was explored through focus group discussions (FGDs) and in-depth interviews. Five FGDs with regular students, five FGDs with remedial students, five in-depth interviews with clinical lecturers and five in-depth interviews with education coordinators were completed. Four themes were identified from the gathered data: academic and non-academic factors influencing the need for remediation, planning, learning activities and assessment, and evaluation of learning processes and outcomes. Remediation during the clinical phase comprises several critical steps, and following the remediation process, students demonstrated improved performance. To improve the quality of the remediation process, the factors underlying the need for remediation should be determined. [ABSTRACT FROM AUTHOR]

Purpose: The impact of morphological knowledge on students' literacy development has been well documented. The purpose of this tutorial is to illustrate how school-based speech-language pathologists (SLPs) can target morphology in their interventions to support their students' literacy development. Method: This tutorial includes a review of the concepts and terminology essential to providing morphological interventions, the norm-referenced and informal assessments that can be used to assess students' morphological knowledge, and intervention strategies to use across multiple grade levels that are aligned with the Common Core State Standards. Conclusion: This tutorial provides school-based SLPs with the information needed to get started developing and implementing interventions with morphology at the core. [ABSTRACT FROM AUTHOR]

As medical schools expand access and diversity through widening access initiatives, there is an increasing need to provide academic remediation for learners during their first year in medical school. The previous educational experiences of widening access learners are often mismatched for continuing success in medical school. This article offers 12 tips for providing academic remediation to widening access learners and draws on insights from the learning sciences and research in psychosocial education to support academic development within a holistic framework. [ABSTRACT FROM AUTHOR]

The remedial teaching policy is a flagship education policy of the Greek Ministry of Education that aims to create a school of equal opportunities by providing additional support to students from disadvantaged social backgrounds. In this work we utilised a data set provided by the Ministry of Education, followed a black box approach and built on previous results in order to achieve the first ever evaluation, based on data, of the remedial teaching policy. Our findings indicate that remedial teaching is very effective in supporting very weak students, helping 70% of them achieve better academic performance and one out of three of them to sustain this enhanced academic performance in the future, long after they have stopped receiving remedial teaching. On the other hand, and contrary to what is widely believed, our results show that remedial teaching has the opposite impact to what it was designed for, as it is primarily the privileged students that receive the benefits. Consequently, in the way it is currently implemented, remedial teaching widens the gap between privileged and disadvantaged students rather than reduces it. The implications of the work are wide and far reaching, including the establishment of the need to revisit the way remedial teaching is implemented, the highlighting of the value in the data gathered by the Ministry of Education and the proof that individual educational policies can be objectively assessed despite being part of a complex system in which multiple education policies are implemented concurrently.

This reflection essay reports on a book reading inquiry circle (BRIC) on Paulo Freire's Pedagogy of the Oppressed by English as a second language (ESL) faculty from a college located in the Greater Seattle area. Since professional development is usually not provided for ESL faculty in basic skills programs due to lack of funding at the institutional level, the instructors involved in this BRIC engaged in critical language pedagogy as professional development on a divisional level for an 11-week quarter. The ESL faculty engaged in robust conversations about issues regarding adult literacy. The goal of this group was to determine how a culturally responsive curriculum for adult basic skills students could be curated through deep critical reflections and active dialogues through Freirean philosophy of the oppressor and oppressed. The faculty involved in this BRIC shared their reflections on critical pedagogy, as well as culturally responsive teaching, and how it is reflected in their praxis. The BRIC created opportunities for colleagues to share what they are teaching in the classroom and would allow instructors in our division to include different perspectives and research practices to create culturally relevant curriculum for immigrant, refugee, and nontraditional students in basic skills programs. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Nurse educators at a public university expanded their standardized examination program in Spring 2020 to include more specialty examinations, required remediation, and retesting for students who did not attain benchmark scores. This study conducted a remediation-focused program evaluation. Method: A mixed-methods design was used. Aggregated deidentified Health Education Systems, Inc. (HESI) specialty examination scores (n = 907) were analyzed. Feedback from nursing students and recent alumni (n = 70) was collected using a Qualtrics survey. Results: For students scoring under benchmark, higher remediation time requirements led to greater increases in second-attempt specialty examination scores. More alumni than current students reported remediation was helpful (p =.029). Participants' perspectives regarding remediation barriers, helpful strategies, and motivating policies were identified. Five themes emerged from open-ended survey comments, adding depth to the quantitative findings. Conclusion: Recommendations for standardized examination remediation strategies and policies are offered. [J Nurs Educ. 2023;62(9):519–522.] [ABSTRACT FROM AUTHOR]

As everyone is conforming to living with the pandemic, all offers and possible means in the education sector must be applied to help every learner manage their assignments. To help educators in assisting learners in doing their home works, DepEd Memo No. 177 s. 2005 -Training Workshop on Strategic Interventions for successful learning was created. This intervention aimed to enhance teachers' skills in test analysis and interpretation and capacitate them in developing varied intervention materials for remediation and enrichment of knowledge. This training prompted the teachers to develop and use Strategic Intervention Material in teaching their subject areas. This study attempted to determine the effectiveness of electronic strategic intervention material in conducting remedial lessons in Grade 7 Biology in a public national high school, Division of Antipolo City for the school year 2022-2023. This study utilized Quasi-experimental research with Non-print Rating Sheets and pretest and posttest as data gathering instruments. Pretest and posttest were administered to thirty-five (35) Grade 7 students to measure their academic performance before and after the use of the Electronic Strategic Intervention Material. The findings showed that Science experts and teachers evaluated the e-SIM with grand mean ratings of 3.88 and 3.87, respectively, verbally interpreted as Very Satisfactory in terms of content quality, instructional quality, technical quality, and accuracy and up-to-datedness. Results also showed that there is a significant difference between the academic performance of the student respondents on the pretest and posttest after the utilization of e-SIM as revealed by the computed mean scores of 13.37 for the pretest and 34.77 for the posttest. [ABSTRACT FROM AUTHOR]

Background and Aim: The rigorous medical curriculum and stressful environment of medical college for the newer entrants make their transition from school to medical college difficult. Their academic performances get affected adversely due to difficulties in conceptual thinking, language, communication, fear of failing, parental and peer pressure, misguided friendships, and difficult interaction with seniors and faculty members. Keeping this in mind the present study is aimed to identify and address students' difficulties in the medical college, provide remedial support, and record students' perceptions about the academic support program. Materials and Methods: The newly entered first phase MBBS students were grouped as high achiever (HA) (>50% marks) and low achiever (LA) (<50% marks) based on their marks in internal examinations. They were further divided into small groups and allocated a mentor. Mentor is a senior faculty member who acts as counselor and facilitator to support students for their academic and nonacademic problems. Mean, standard deviation, and percentage were calculated for the marks scored in the internal examinations. Unpaired t-test was applied and learning gain (g) was calculated. Results: The average scores of LA and HA groups in the first internal examination were 23.87% and 53.15% which rose to 48.90% and 68.34%, respectively, in university examinations; learning gains in these groups were 33% and 32%, respectively, indicating a positive impact of the program. Majority of the students were strongly agreed that their academic performances improved, and they developed self-confidence to perform better in the subsequent parts of the curriculum. Conclusions: Academic performance improves when students are provided with a conducive environment along with academic and emotional support and feedback about their learning. [ABSTRACT FROM AUTHOR]

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dyslexia is a neurodevelopmental disorder that may lead to difficulties in reading and other language-related cognitive processes. Approximately 5 to 10% of students in public schools have this disorder, which requires specific learning strategies to improve their reading abilities. Therefore, this study aimed to explore the successful experiences of teachers in improving the reading ability of a student with dyslexia. To achieve this, a qualitative approach was used, with an explanatory case study method conducted in a public inclusive Elementary School located in Bogor City, Indonesia. This particular school was selected due to the presence of dyslexia and experienced teachers in handling students with disabilities. The participants comprised of four individuals, including a 3rd-grade student diagnosed with dyslexia, an experienced teacher, an assistant teacher, and parents of the diagnosed student. Furthermore, interviews were conducted with classroom teachers and the assistant, as well as parents. Document analysis and four-time classroom observation were also carried out to support the data. The result showed that there were four key factors in determining the success of reading in a student with dyslexia, namely (1) remedial teaching, (2) application of multisensory methods, (3) reading media use, and (4) parental support. It provided valuable insights for teachers dealing with the students with dyslexia, in order to improve their reading skills while considering the specific needs.

Background: The objective of our study is to develop an effective training platform for transanal endoscopic surgery and to validate a step-by-step training program for learning the basic skills necessary for this approach. Methods: We have designed a two-part study: an experimental study (with the aim to design the training platform and the training exercises – on synthetic and biological material) and a prospective analytical study, in order to validate the training program by enrolling as participants general surgery residents and specialists, without previous experience in transanal endoscopic interventions. The performance of the participants was assessed based on the time of completion, as well as the quality of the execution. Results: We have developed three different diameter platforms (5 cm, 7.5 and 10 cm), that can be used with both the TEO and TAMIS platforms; specific exercises were developed to train different surgical skills like manipulation of tissue, cutting, dissection and suturing. Forty participants were enrolled for the validation of the proposed training program (12 young residents, 16 senior residents and 12 specialist surgeons). A statistically significant improvement of the performance time, from round to round, was observed for all participants in all exercises. The time of completion for the exercises, considering the correct technical execution, was the shortest for more experienced surgeons: specialist surgeons, followed by senior residents and young residents. The biological material exercises, that closely recreate intraoperative conditions and had more strict technical requirements, were difficult to be performed by young residents; better completion rates were seen in senior residents, while all the participants in the specialist surgeons group have completed these exercises. Conclusions: Our training program is an effective simulation based educational model for recreating intraoperative conditions particular to transanal endoscopic surgery. The proposed step-by-step training program has demonstrated to be useful in developing the important basic skills needed for transanal endoscopic surgery and assured the progress of all the participants, regardless of their surgical experience. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As a result of the COVID-19 pandemic, distance education started at K-12 levels in the spring semester of the 2019-2020 school year. The Ministry of National Education had also published instructional tasks to be used in distance education at all grade levels in order to create mathematics learning opportunities for students and to provide resources for teachers. Well-structured and high-quality instructional tasks play an important role in students' learning mathematics. The aim of this study is to examine the quality of the elementary school mathematics tasks recommended for distance remedial education from multiple perspectives, in particular their cognitive demand levels. A total of 85 tasks focusing on 79 critical objectives in grades 1-4 mathematics were examined using document analysis. Results of this study showed that the majority of the tasks were at low cognitive demand level, cognitive demand levels did not show a balanced distribution, and some tasks had mathematical errors. [ABSTRACT FROM AUTHOR]

INTRODUCTION:Two developing forces have achieved prominence in medical education: the advent of competency-based assessments and a growing commitment to expand access to medicine for a broader range of learners with a wider array of preparation. Remediation is intended to support all learners to achieve sufficient competence. Therefore, it is timely to provide practical guidelines for remediation in medical education that clarify best practices, practices to avoid, and areas requiring further research, in order to guide work with both individual struggling learners and development of training program policies. METHODS:Collectively, we generated an initial list of Do's, Don'ts, and Don't Knows for remediation in medical education, which was then iteratively refined through discussions and additional evidence-gathering. The final guidelines were then graded for the strength of the evidence by consensus. RESULTS:We present 26 guidelines: two groupings of Do's (systems-level interventions and recommendations for individual learners), along with short lists of Don'ts and Don't Knows, and our interpretation of the strength of current evidence for each guideline. CONCLUSIONS:Remediation is a high-stakes, highly complex process involving learners, faculty, systems, and societal factors. Our synthesis resulted in a list of guidelines that summarize the current state of educational theory and empirical evidence that can improve remediation processes at individual and institutional levels. Important unanswered questions remain; ongoing research can further improve remediation practices to ensure the appropriate support for learners, institutions, and society.

This research aimed to assess the effect of Remedial education programs (REPs) on students' academic performance in lower secondary schools. 80 form four students from 3 selected community day secondary schools participated in this study. A mixed methods approach was applied whereby observation, documentary review, and pre and post-testing were used to collect data. Data were analyzed through a comparison of mean differences and t-tests. The results showed that teachers rely on traditional teaching methods such as lectures and demonstrations while teaching biology. On the other hand, REP had a positive effect on the performance of low-achieving students in biology. (p < 0.05). However, the researcher recommended the utilization of modern teaching methods in remedial classes as well as further research on this topic. [ABSTRACT FROM AUTHOR]

Young students' engagement in computer programming has been recognized as a crucial issue in educational settings nowadays. In this study, a block-based programming approach was employed to investigate its impacts on the learning anxiety, playfulness, and enjoyment of young students with different academic levels. A total of 175 10th graders participated in the study. The participants were asked to use block-based programming to control a robot. The experimental results show that the block-based programming, which engages students in programming tasks using a building block-like visual interface, significantly reduced the students' learning anxiety while also promoting their playfulness and enjoyment in the perspectives of computational thinking. It was also found that the block-based programming benefited the low- and medium-achievement more than the high-achievement students did. Therefore, it was inferred that block-based programming would be useful for those people who have worse learning performance in conventional programming learning so they need further remedial instruction. Moreover, male students had lower learning anxiety and higher playfulness than the female students. The findings could be a good reference for researchers and school teachers who intend to conduct programming activities for young children. [ABSTRACT FROM AUTHOR]

With over two decades of research showing a close association between working memory (WM) and maths performance, WM training has been suggested as one way to supplement conventional remedial instructions. Although initial findings were promising, recent reviews have found that training typically resulted in WM improvement but no transfer to maths performance. This paper focused on the utility of WM training for maths performance. In addition to a brief review of relevant works, I described my own efforts and insights gained from three iterations of an intervention that produced mixed findings. One of the main questions addressed in this paper was the reasons for robust findings of near but not far transfer. Some of the older studies were beset by poor methodological designs. However, the finding that more recent, better executed studies also found a similar lack of far transfer is troubling. I examined whether the use of WM training for improving maths performance is simply misguided. I also examined the possibility that the extant approaches to intervention may be approaching the problem from the wrong perspective. [ABSTRACT FROM AUTHOR]

Many education systems globally adopt an English proficiency test (EPT) as an effective mechanism to evaluate English as a Foreign Language (EFL) speakers' comprehension levels. Similarly, Taiwan's military academy also developed the Military Online English Proficiency Test (MOEPT) to assess EFL cadets' English comprehension levels. However, the difficulty level of MOEPT has not been detected to help facilitate future updates of its test banks and improve EFL pedagogy and learning. Moreover, it is almost impossible to carry out any investigation effectively using previous corpus-based approaches. Hence, based on the lexical threshold theory, this research adopts a corpus-based approach to detect the difficulty level of MOEPT. The function word list and Taiwan College Entrance Examination Center (TCEEC) word list (which includes Common European Framework of Reference for Language (CEFR) A2 and B1 level word lists) are adopted as the word classification criteria to classify the lexical items. The results show that the difficulty level of MOEPT is mainly the English for General Purposes (EGP) type of CEFR A2 level (lexical coverage = 74.46%). The findings presented in this paper offer implications for the academy management or faculty to regulate the difficulty and contents of MOEPT in the future, to effectively develop suitable EFL curriculums and learning materials, and to conduct remedial teaching for cadets who cannot pass MOEPT. By doing so, it is expected the overall English comprehension level of EFL cadets is expected to improve. [ABSTRACT FROM AUTHOR]

The sport of volleyball is one of the basic subjects that are taught in the faculties of physical education and sports sciences for both genders, as it requires a special technique that combines the motor path and high fluidity with physical effort to reach good skilful performance, And through the presence of researchers in the field of teaching and their interest in the sport of volleyball and their viewing of most of the practical lessons for students of the second stage, they noticed the difficulty of performance, poor fluidity, and the inability to link the stages of skill in a correct way, which affected their technical level, All these observations called for the researchers to find solutions to these problems, which lie in preparing an educational program built according to seven steps of the Eisenkraft model, aiming at mastering the motor path and increasing the flow and correct timing between the tool (the ball) and the student in order to reach good performance and perfect accuracy for the skills of serving and spiking in volleyball. The most important objectives of the research were to prepare an educational program using the Eisenkraft model in the accuracy of serving and spiking in volleyball for students, and Knowing the effectiveness of the educational program prepared according to the Eisenkraft model in the accuracy of serving and spiking in volleyball for students, and knowing which is better in the post-tests between the educational program according to the Eisenkraft model and the program that the teacher follows in the accuracy of serving and spiking in volleyball for students. The research community consisted of students of the second stage for the academic year 2022-2023 AD. The research sample represented the classes (A and B), 20 students were selected randomly, and then they were divided into two groups, 10 student’s experimental group and 10 students control group. The most important conclusions were that the educational program according to the Eisenkraft model had an effective and essential role in the development of the experimental group members in the accuracy of serving and diagonal spiking for students, and the members of the experimental group outperformed the control group in the accuracy of serving and diagonal spiking in volleyball. The most important recommendations are the adoption of the educational program in teaching basic skills in volleyball and interest in using educational models, including the Eisenkraft model in teaching basic skills in volleyball. [ABSTRACT FROM AUTHOR]

Hundreds of millions of children are losing learning opportunities, resulting in potentially large losses in their lifetime education, health, income, and productivity. Losses in longterm earnings from preprimary program closures due to COVID-19 can be unprecedented. Acute effects are plausible for such disruptions early in life when brains are rapidly developing and are very sensitive to environmental changes. This study briefly reviews existing literature related to the effects of preprimary programs and builds on this literature to present the first simulations of the long-run earnings losses--when current preschool-age children become adults--due to COVID-19 related preprimary-program closures in Latin America and the Caribbean (LAC). The simulations are available for 26 LAC countries, representing varied contexts in terms of pre-pandemic preprimaryparticipation rates, income levels, and demographic indicators. Our results suggest that the present discounted value of lifetime losses is considerable, up to 4 percent of current annual GDPs. Timely policies, such as the implementation of remedial strategies, are needed to mitigate the effects of preprimary-program closures. [ABSTRACT FROM AUTHOR]

Dyslexia may often be confused with other conditions, especially in people with dyslexia with behavioural complaints and social language disorders. Those who have difficulty interacting are often diagnosed with autism or other autism spectrum disorders such as Asperger's. In this case report the journey is described of a dyslexic boy, whose social language disorder was difficult to change over time. Louis (not his real name) was first diagnosed as dyslexic at the age of 9 years and 11 months. There followed various comprehensive interventions related to aspects of spoken language, written language, social language, and most importantly behavioural and social emotions, described in this case study. The importance of comprehensive diagnoses is emphasized, in order to identify all aspects of the difficulties that may be encountered by each individual child. [ABSTRACT FROM AUTHOR]

Many institutes conduct extra English classes to allow weaker students to improve their English proficiency and cope with institutions' language demands. The study, therefore, sought to discover English as a Foreign Language (EFL) low-achieving learners' perceptions and motivation toward the English remedial program. The study also investigated the gender difference among the participants regarding the remedial classes. Forty-five Omani elementary-level students were selected as the population of this study. To collect the data, a questionnaire adapted from Salami (2019) was used along with the interview sessions using six open-ended questions. The study's results revealed that Omani students were strongly motivated to enroll in English remedial classes. Moreover, they had positive perceptions toward English remedial courses. The findings also revealed that Omani female students were slightly more interested in English remedial courses. Therefore, the study will significantly motivate teachers and institutions to focus on providing English remedial classes for their low-achieving students. [ABSTRACT FROM AUTHOR]

Remedial education is defined as the programmes provided by education institutions to help unprepared students reinforce their basic skills. Recently, the increased access to higher education has caused a higher dropout rate of science and engineering major students, especially when they are academically underprepared for college-level study. Thus, this study proposes a new type of remedial programme which helps students majoring in science-related foundation courses for their follow-up learning. Literature about the effectiveness of remedial education is inconsistent and how this new remedial education program affects students' learning achievement is not well understood. Thus, this study aims to examine how remedial courses change students' attitudes and improve learning performance. Our findings indicate that: (1) remedial education significantly enhances the students' academic achievement; (2) remedial education quality affects students' course satisfaction and achievements through self-efficacy. We hope these findings bring more insights into research and practice. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Economics & Administrative Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

'Parallel and Perpendicular Lines' is an important topic that serves as a basis for the learning of a more advanced geometric concept in later years. Yet, this topic is hard to master by the students. To pinpoint students' weaknesses in this topic, this study sought to develop a cognitive diagnostic assessment (CDA) to assess students' mastery of 'Parallel and Perpendicular Lines'. The validation of the CDA and the use of CDA in measuring students' mastery of 'Parallel and Perpendicular Lines' was documented in this article. The content validation involved two subject matter experts, while the pilot test involved 154 Year Four students from Kedah state of Malaysia selected using cluster sampling. The experts' consensus on the relevancy of test items was captured by calculating the content validity index. The psychometric properties of items and reliability of assessment were analysed based on Rasch Measurement Model. The validity of the assessment content was supported with an acceptable content validity index of 1.00 (>.80). The findings of Rasch analysis span across all ranges of abilities level and hence fit students' competence well. With an acceptable person separation index of 1.58 (> 1.50), person separation reliability of .74 (>.70), and KR-20 coefficient of .78 (>.70), the CDA developed is reliable. The findings of assessing students' mastery level highlighted their weaknesses in defining the properties of perpendicular lines and drawing perpendicular lines. The findings of this study would encourage practitioners to utilise it in the mathematics classroom for diagnosing students' weaknesses and hence plan for remedial instruction. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Limitless Education & Research is the property of Journal of Limitless Education & Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)