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A wide range of abilities beyond cognitive skills, including motivation, effort, and perseverance, plays an important role in shaping one's prospects in the labor market and overall life outcomes. However, little is known about the role of education in improving these abilities, especially among teenagers for whom they are observed to be particularly malleable. We address two questions: can remedial educational interventions improve perseverance during adolescence? And, can we expect heterogeneous effects by gender? We take advantage of an education program for under-performing secondary school students implemented in Spain, and we consider testing behaviors and, in particular test endurance, as a measure of perseverance. We find that the program had a substantial positive effect on test endurance, with effects ranging from 0.04 to 0.05 of one standard deviation. This effect is particularly pronounced for girls, where the corresponding figure is 0.09 of one standard deviation. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional 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]

Physics remedial on-demand classes in the field of mechanics have been conducted for two years. Students in the class have been assigned on the result of the placement test immediately after admission. Each lecture consists of a series of video lecture, careful reading text, and exercise, followed by assignment. The assignment was submitted as many times as needed until it passed. The classes with the same lesson content were opened two times in a year, both in the first and second semesters. The acquisition status of the classes and progress of improvements on the lectures are reported. [ABSTRACT FROM AUTHOR]

Educators must balance the needs of students who start the school year behind grade level with their obligation to teach grade-appropriate content to all students. Educational software could help educators strike this balance by targeting content to students' differing levels of mastery. Using a regression discontinuity design and detailed software log and administrative data, we compare two versions of an online mathematics program used by students in three education agencies. We find that although students assigned the modified curriculum did progress through content objectives more quickly than students assigned the default curriculum, they did not perform better on pre- and post-objective quizzes embedded in the software, and most never progressed far enough to reach the grade-level content. Furthermore, there was no statistically significant effect of the modified curriculum on formative test scores. These findings suggest policymakers and practitioners should exercise caution when assigning exclusively remedial content to students who start the school year behind grade level, even though this is a common feature of many math educational software programs. [ABSTRACT FROM AUTHOR]

Culturally responsive teaching modifies the learning experience by building an atmosphere that celebrates, acknowledges, and establishes the cultural capital that teachers and students create in the classroom. However, lessons that consider culture need to be fully proposed in remedial education. Objectives. Thus, this study views culture as one of the most significant variables to be implemented in remedial education, especially in assisting students' mastery of literacy skills by utilizing needs analysis research for remedial teachers. Methods. The needs analysis procedure was adapted and modified by focusing on three elements: lack situation analysis, present situation analysis, and target situation analysis. Subsequently, data were collected via an online questionnaire involving 252 voluntary remedial teachers from the middle-zone state in Malaysia. Results. The present situation analysis summarizes students' learning in remedial classrooms, indicating a considerable influence when teachers employ cultural-based learning. Nonetheless, the lack situation analysis demonstrates that teachers lack access to teaching resources, and the remedial education curriculum does not emphasize cultural-based learning. Conclusion. Target situation analysis suggests introducing culturally responsive teaching with the components of teaching, connecting, acceptance, classroom community, interaction, and evaluation as practical and wideranging approaches for remedial education. It is proposed that curriculum developers establish a guideline for remedial teachers in utilizing culturally responsive teaching for remedial education.

Introduction. The article is devoted to the issue of learning activity of first-graders with intellectual disabilities, the relevance of which is dictated by the search for factors of effectiveness of the educational process. In the theory and practice of remedial education of learners of the studied category much attention is paid to their learning skills in the learning process, but for the first time the most significant in the dynamics of the ratio of opportunities and achievements in mastering the content of the adapted educational program is considered. The purpose of the study is to analyze the learning opportunities and the results of the performance of academic tasks in the subject areas of adapted programs by first graders with intellectual disabilities. Materials and Methods. The sample included 95 first-graders with intellectual disabilities. The following methods were used to process research results: standardized observation to explore learning opportunities and learning outcomes; pedagogical testing to study the results of the implementation of educational tasks in accordance with the subject areas of the adapted training programs (Russian, mathematics, etc.); Wilcoxon T-test, Spearman correlation analysis, principal component factor analysis followed by varimax-normalized matrix rotation, Statistica version 10. Results. We identified statistically significant variance in the structure of correlations between learning opportunities and the results of completing educational tasks in the subject areas of adapted programs at the current and intermediate cut in subjects studying for options 1 and 2 of ABEP. We have noted the variability of the factor structure of learning opportunities and the results of the implementation of educational tasks in the subject areas of ABEP at the current and intermediate cut in both groups. We found obvious advantages of practice-oriented skills in assignments in subjects such as visual activity, music, manual labor, etc. and the ways of their implementation (by joint actions, by showing and imitating) over verbal assignments (in subjects – Russian language, mathematics, reading, etc.) and methods of their implementation (orally, according to verbal instructions), which allows us to consider the importance of the practice-oriented skills in teaching first-graders with intellectual disabilities. Discussion and Conclusion. The results of empirical research make a significant contribution to special pedagogy, to its methodological resource, as they expand not only the understanding of the possibilities and results of learning of modern learners with intellectual disabilities, but specify the determinants of the dynamics of their learning activities.

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]

The time is now to examine the nation's capacity to help guide students in gaining access to, paying for, and graduating from college. College promise programs have served as an excellent model. But because a uniform, national college promise model would not adequately serve the estimated 20 million students in postsecondary education, ETS and College Promise launched an effort to expand the work on college promise programs to identify ecosystems of support for specific student populations. In 2021, we invited scholars, practitioners, and student representatives to join a design team and cocreate the college promise program for their student populations: first‐generation students, youth in or aged out of foster care, students with disabilities, student parents, and students needing academic support. In multiple panel discussions, other colleagues reviewed the ecosystem designs, focusing on college promise programs in general, the design of the ecosystems of support, or the financing of the ecosystems. Several key themes emerged from the meeting: (a) Although the design teams focused on one aspect of a student's life, they stressed the importance of focusing on the intersectionality of their identities; (b) terminology and definitions are important not only for policy and practice reasons but for the messages they send to students about inclusion; (c) financing a college education is more than paying tuition and fees; (d) enhanced data collection will support research, policy, and practice; and (e) developing a college promise program requires a focus on both students and postsecondary institutions. [ABSTRACT FROM AUTHOR]

Remote learning has reduced the mathematical performance of students. Mathematical reasoning is the critical skill that enables students to make use of all other mathematical skills. The aim of the present study was (1) to develop the mathematical reasoning skills of underachieving students and (2) to explore the application options, benefits and limitations of an online game-based intervention programme among third- and fourth-grade pupils (aged 9–11, N = 810). The content of the programme was designed to strengthen their basic maths skills in line with the curriculum. Beyond assigning the tasks, the digital intervention programme also performed the motivational, differentiation- and feedback-related tasks of the teacher. The reliability indices for pre-, post and follow-up test results proved to be high (Cronbach's alpha =.90,.91 and.92, respectively). The effect size of the programme proved to be significant in both grades (d =.22 and.38, respectively). The results confirm the potential of the intervention programme to close, or at least significantly reduce the Covid learning gap in basic maths skills, without the need for additional teacher work—which is an important aspect of successful implementation—in areas which are the most challenging for 9-to-11-year-old pupils in the domain of mathematics. [ABSTRACT FROM AUTHOR]

The current study assesses the effect of using Massive Open Online Courses (MOOCs) with the specific goal of providing remedial education. The data refer to an Italian flagship university, Politecnico di Milano, where a MOOC platform was launched following the strategy 'MOOCs to bridge the gaps'. Hence, the study aims at assessing the effect of students completing a MOOC taken as a foundation course in physics on their ability to pass the subsequent on-campus exam in physics (N = 2,830). The research used Propensity Score Matching (PSM), basing the propensity scores on personal and academic information about the students. The results show that completers are 7 to 16 percentage points more likely to pass the related exam than the other students enrolled in the same MOOCs. These findings support the idea that using MOOCs for remedial purposes is effective in terms of student achievement within a formal education context. [ABSTRACT FROM AUTHOR]

In light of unsatisfactory educational outcomes in lower and higher education in Texas, the practice of instituting progressively lower academic standards should be reconsidered. The continual stream of students who graduate and demonstrate low proficiency in writing skills in the marketplace reflects poorly on the academic integrity of their colleges and universities. It is inherent to the job of educators to be gatekeepers, ensuring the academic proficiency of students who pass their courses. If the issue of academic rigor, which is necessary for high-level learning, fails to be a priority of educational leaders, it is doubtful whether the current stream of students and dollars will continue to flow to higher education institutions. If the line of rigor between respected colleges and so-called degree paper mills begins to blur, educators may wake up to a culture that is not willing to traverse traditional educational pathways which are no more than a shadow of the intellectual fortresses of the past. Rather than continuing to lower educational standards, educational researchers and legislators should return to the standards that made American schools and colleges the destination of choice for many in the world: academic tasks that are challenging, testing methods that are strict and valid, and degrees that employers trust to represent graduates with critical and advanced skills.

This paper analyzes the effects of assignment to a one-year college preparatory program on academic performance in college. We use a large dataset of United States Naval Academy students from the 1988 to 2018 graduating classes, of which a little over 22% received remediation. Exploiting the Academy's unique admissions criteria, we instrument for pre-college treatment using the number and quality of other applicants originating from the same Congressional district. We find that these pre-college programs promote significant but short-lived improvements in academic grades. They also can encourage students to choose STEM-oriented majors, and promote retention by lowering voluntary exits. [ABSTRACT FROM AUTHOR]

Research has largely been silent on English Learner (EL) persistence and completion in U.S. community colleges, yet studies conducted across higher education report that only one in eight ELs completes a bachelor's degree (Kanno & Cromley, 2013). Many interventions have been proposed to improve college student persistence and completion. This paper examines two such interventions at one Oregon community college: ESL Bridge to College (an academic contextualized model of developmental education) and PASS Lane (a career contextualized model). Using descriptive statistics, we tabulated EL participants' persistence and completion rates. Results show that average persistence and completion rates are higher for participants of these two programs compared to the general student population and to former ELs who were enrolled prior to the creation of the PASS Lane and Bridge programs. More research is needed that controls for participants' background characteristics like academic ability, motivation, socioeconomic status, prior education, and external commitments to determine whether the programs themselves caused this increase in EL persistence and completion. [ABSTRACT FROM AUTHOR]

This study aims to examine the opinions of classroom teachers about the remedial education of students who were out of education process during the covid-19 pandemics. The holistic single case pattern was adopted in the study. Personal information form and semi-structured interview form were used as the tools for data collection. The work group of this study consists of 11 teachers assigned as classroom teachers. Descriptive and content analysis techniques were applied for the analysis of the data, and the data were analysed and examined in the MAXQDA program. When the results obtained from the study are examined, teachers stated that the attendance rates for the classes were low and that there were students who could not attend the lesson constantly and frequently in the distance education process. In order to increase attendance to class, teachers stated that they used methods such as utilization of the zoom application, making efforts for the provision of donations of the PCs and tablets, and ensuring communication and giving homework assignments via whatsapp. Regarding students who cannot attend the class, problems such as lack of technological equipment, low level of motivation, parents going to work at the same time period, financial difficulties, family problems and irresponsibility of parents were stated besides the literacy problems for the foreign students. Regarding the practices applied, teachers stated that they carried out practices such as sending videos, sharing homework on WhatsApp, trying to provide motivation, making family visits, informing parents about the condition, providing private lessons for free, and offering gifts. Regarding the remedial education, the teachers presented solutions such as repetition of the course, conducting study sessions, offering copies of the texts, face-to-face education and offering rewards, etc. Regarding the possible suggestions, they state that there is a need to strengthen the technological infrastructure, to provide teachers training on web 2 tools, on the effective use of EBA, to develop cooperation with the parents/families, and to take the views of the students and the school administration regarding the pandemic process. [ABSTRACT FROM AUTHOR]

As postsecondary developmental education policy reforms are implemented, increased attention must be given to students with learning and attention disabilities. The purpose of this study was to bring these students into the conversation, by examining their representation in developmental education broadly, as well the effect of this intervention on their college persistence and credit accumulation. Results show students with learning or attention disabilities are overrepresented in developmental education and could experience heterogenous effects on their postsecondary outcomes. Policymakers should be purposeful about consideration of this growing group of students in continued developmental education reforms. [ABSTRACT FROM AUTHOR]

Remote learning has reduced the mathematical performance of students. Mathematical reasoning is the critical skill that enables students to make use of all other mathematical skills. The aim of the present study was (1) to develop the mathematical reasoning skills of underachieving students and (2) to explore the application options, benefits and limitations of an online game-based intervention programme among third- and fourth-grade pupils (aged 9–11, N = 810). The content of the programme was designed to strengthen their basic maths skills in line with the curriculum. Beyond assigning the tasks, the digital intervention programme also performed the motivational, differentiation- and feedback-related tasks of the teacher. The reliability indices for pre-, post and follow-up test results proved to be high (Cronbach’s alpha = .90, .91 and .92, respectively). The effect size of the programme proved to be significant in both grades (d = .22 and .38, respectively). The results confirm the potential of the intervention programme to close, or at least significantly reduce the Covid learning gap in basic maths skills, without the need for additional teacher work—which is an important aspect of successful implementation—in areas which are the most challenging for 9-to-11-year-old pupils in the domain of mathematics.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 ProCare 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.)

Close to two million first-year undergraduates enroll in developmental education each year. According to recent national estimates, less than half of students who start in developmental education go on to complete gateway courses and less than one-third eventually earn a degree. However, more research is needed to better assess potential relationships between developmental courses and student outcomes. This study comprehensively analyzes the effects of enrolling in and completing developmental education on associate degree completion—a key student outcome in the 2-year sector. Data for this study came from the Education Longitudinal Study of 2002 and the accompanying Postsecondary Education Transcript Study. Propensity score analysis and doubly robust techniques were used to estimate more accurate causal effects, while accounting for the non-random assignment into the treatment conditions. Furthermore, this study introduces propensity score matching for multivalued treatment conditions or dose–response analysis to the study of developmental education in order to estimate the average causal effects of enrolling in various quantities of developmental education on associate degree completion. Overall, when two groups of statistically similar students were compared, developmental education generally improved the chances of earning an associate degree. The dose–response analysis revealed that the relationship between the number of developmental courses a student takes and associate degree completion is not strictly linear. [ABSTRACT FROM AUTHOR]

Educational psychologists have developed theories of learning based on three main paradigms – behaviourism, cognitivism and constructivism. Behaviourists believe that the behaviour of learners is a response to their past, and behavioural modification is the main purpose of education. According to cognitivists, the behaviour of learners is the result of his/her cognition, and the main aim of education is to change the cognitive schemas. Constructivists, on the other hand, believe that learners construct their own knowledge, and the objective of education is to provide opportunities to gain knowledge. The understanding of how children acquire knowledge has influenced teaching-learning processes in the classroom significantly. The role of teachers has changed from the person imparting information to a person facilitating the construction of knowledge. Teaching science has also been influenced by the changing psychological ideas about teaching and learning. The information age that dawned in the 20th century necessitated the acquisition of information through informal modes like listening to the radio, watching television or surfing the world wide web. Developments in digital technology have, thus, changed the way students make meaning of given information. All these changes have forced the educationists to design appropriate methods of teaching and learning. A journey into the changes that learning theories have witnessed influencing the teaching of school science is outlined in this article. [ABSTRACT FROM AUTHOR]

Much research has demonstrated an inverse relationship between appointment delay and one-shot appointment-keeping behavior. In the present study, we investigated whether such relationship is observed with recurrent behavior, such as class attendance and retention within a college course. When a 4-week remedial arithmetic course at an urban community college started at three different times in a semester, the within-course retention rate of the group that started the latest, hence had the longest delay, was the lowest. The aforementioned inverse relationship was observed, while there was no significant difference among the groups in terms of students' final exam scores. A few suggestions for possible future studies, along with implications for practice, are made. We recommend the use of various forms of reminders to offset the negative impact of delayed start of a course. [ABSTRACT FROM AUTHOR]

This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements of mindset correlate with readiness for creditbearing writing courses, the authors created a multiple measures placement system for enrolling students in a credit-bearing first-year writing course with co-requisite support. [ABSTRACT FROM AUTHOR]

We use a reform in Italy to investigate the effects on academic achievement of more stringent requirements for grade progression at secondary school. Geographic discontinuities in the implementation enable comparison among similar students undergoing alternative progression rules. We find different short-term results across curricular tracks, with negative effects of the increased threat of grade retention for students in technical and vocational schools. In contrast with the effects on academic achievement, we find that schools reacted to the additional administrative burden and costs imposed by the reform by admitting more students to the next grade. We argue that the reform had a negative effect on the motivation and engagement of the students who experienced the greatest difficulties, exacerbating inequalities. [ABSTRACT FROM AUTHOR]

This qualitative study investigates the impact of nonformal education, namely remedial courses, on students' lives and the ways in which it contributes to their academic and social development. The study was conducted via semi-structured interviews with 40 participants (12 students, 12 parents, and 16 teachers and administrators). The findings reveal that these remedial courses had academic, social, psychological, economic, and career development impacts on students' lives. Moreover, as students' school success improved, students learned how to spend their leisure time effectively in a secure environment, became socialized, increased their self-confidence, and realized their potential. [ABSTRACT FROM AUTHOR]

教師認同影響語言教學，教師的認同影響他們如何看待他們自己在專業工作和職場生活中。本文探討在臺灣北部語言師資培育課程中的32 位職前英語教師，透過英語補救教學的教案設計和教學實踐實施於六位國小六年級學生之建構專業認同。透過分析撰寫的隱喻、職前英語教師的期末報告和訪談，本研究有下列結論：第一、職前英語教師的認同從原本的英語老師、大姐姐或大哥哥，到最後是英文老師。這樣的認同建構與某些要素相關[ 符合六年級學生需求和幫助他們喜歡學英文]、權威來源[ 大學課程、大學教授、小學 輔導老師、小組成員、教室觀察] 以及自我練習[ 教學練習、教案和教具製作]。為了幫自我助英文老師在多變和社會情境下建構認同，本研究提出兩點建議。 Teacher identity affects how language teaching is played out. Teachers’ identity influences how they view themselves in terms of their professional work and lives. This study explored 32 pre-service English teachers’ professional identity construction through lesson design and the delivery of remedial education to six elementary school sixth-graders in a language teacher education program in a northern city in Taiwan. On the basis of analysis of the written metaphors, pre-service teachers’ final projects, and interviews, this study offers the following major findings. First, these preservice English teachers’ identity was constructed by changing from being an English teacher and a big brother or sister to simply being an English teacher. Such identity construction was closely interrelated with their substance (meeting sixth graders’ needs and helping them enjoy learning English), their authority source (university course, university instructor, cooperative teacher, team members, classroom observation), and self-practice (teaching practice, lesson plan, and teaching aid designs). In order to make English teachers’ identity constructed in dynamic and social context, two suggestions are made.

Remedial education is a multifaceted approach, tailoring remedial intervention plan to a student's specific needs. Evidence shows that six to fifteen percent of medical students experience academic difficulties [1] and these percentages are increasing. Poor academic performance can result in student's dropping out of professional programs while still being responsible for the large debts incurred. Identifying students' specific needs regarding remedial approaches seems imperative as a first step to any possible intervention.