Remedial education in specific reading retardation Med J Malaysia Vol XXXIV No 3, March, 1980 R~MEDIAL EDUCATION IN SPECIFIC READING RETARDATION TAN CHEE KHUAN, K K MALHOTRA & WOON TAl HWANG INTRODUCT[.]
This paper reports the results from randomized evaluations of two programs that provide supplementary inputs to children at the bottom of the class. The …rst intervention is speci…cally targeted to the weakest children: it is a remedialeducation program, where a young woman (“balsakhi”) from the community works on basic skills with children who have reached grade three or four without having mastered them. These children are taken out of the regular class- room to work with this young woman for 2 hours per day (the school day is about 4 hours). The second intervention could potentially bene…t all children, but is adapted to a child’s current level of achievement: it is a computer-assisted learning program, where children in grade four are o¤ered two hours of shared computer time per week, during which they play games that involve solving math problems at varying levels of di¢ culty. Both programs are provided by Pratham, a very large NGO operating in conjunction with government schools in India.
Warning or Reprimand with Stipulations which may include remedialeducation, supervised practice, and/or perform public service. Fine of $250 or more for each violation. If violation involves mishandling or misdocumenting of controlled substances, misdemeanor crimes or criminal conduct involving alcohol, drugs or controlled substances, then the stipulations will also include abstention from unauthorized use of drugs and alcohol, to be verified by random drug testing through urinalysis, limit specific nursing activities, and/or periodic Board review. Board will use its rules and disciplinary sanction polices related to drug or alcohol misuse in analyzing facts.
The board may deny, revoke, or suspend license. Offender could be fined, put on probation, and/or required to attend remedialeducation (458.331; 456.072); Qualifications for licensure include “good moral character” (458.311); Must pass mandatory criminal background check (458.311).
Historically, remedialeducation courses were lecture based because they were taught as watered-down versions of college-level courses (Roueche & Kirk, 1973). Although this manner of teaching has been found to be ineffective for most remedial students, it remains one of the most popular teaching methods (Waycaster, 2001). Another common and slightly more effective teaching method is the skill and drill technique used in high school. This focuses on mastering fundamentals through repetition and frequent testing (Gerlaugh, Thompson, Boylan & Davis, 2007; Grubb, 2001). Research indicates that student-centered teaching and learning communities are the most effective teaching strategies (McCabe, 2000). Student-centered teaching involves instructors creating their course content around the interests of their students. Learning communities pair remedial courses with college-level courses and allow students to take them concurrently. Students in learning communities tend to do better than students in the traditional skill and drill courses, because they are interested in the material and it allows them to progress in a cohort, which provides them with peer support networks.
Social work is both interdisciplinary and transdisciplinary, and draws on a wide array of scientific theories and research. “Science” is understood in this context in its most basic meaning as “knowledge”. Social work draws on its own constantly developing theoretical foundation and research, as well as theories from other hu- man sciences, including but not limited to community development, social pedagogy, administration, anthro- pology, ecology, economics, education, management, nursing, psychiatry, psychology, public health, and soci- ology. The uniqueness of social work research and theories is that they are applied and emancipatory. Much of social work research and theory is co-constructed with service users in an interactive, dialogic process and therefore informed by specific practice environments. This proposed definition acknowledges that social work is informed not only by specific practice environments and Western theories, but also by indigenous knowledge. Part of the legacy of colonialism is that Western theories and knowledge have been exclusively valorised, and indigenous knowledge have been devalued, discounted, and hegemonised by Western theories and knowledge. The proposed definition attempts to halt and reverse that process by acknowledging that Indigenous peoples in each region, country or area carry their own values, ways of knowing, ways of transmitting their knowledge, and have made invaluable contributions to science. Social work seeks to redress historic western scientific colonial- ism and hegemony by listening to and learning from indigenous peoples around the world. In this way social work knowledge will be co-created and informed by indigenous peoples, and more appropriately practiced not only in local environments but also internationally. Drawing on the work of the United Nations, the IFSW de- fines indigenous peoples as follows:
2/ All remedial and developmental classes were offered at the University of Hawai‘i Community Colleges. The 4-year campuses at Mānoa, Hilo, and West O‘ahu do not offer remedial or developmental classes. Students enrolled at the 4-year campuses are dual enrolled at a community college in order to take remedial and/or developmental coursework. Remedial and developmental classes were identified according to "Remedial and Developmental Education in the University of Hawai‘i Community College System, White paper Group Committee, UHCC," no publication date noted, p. 137, as well as in consultation with the Office of Academic Planning, Assessment and Policy Analysis, UHCC.
If a Party, as a result of the exercise of a contractually-provided audit right, if any, of the other Party’s accounting books and financial records, or otherwise, brings evidence that the latter Party has been engaging in material or several repeated breaches of the provisions of Part I of the ICC Rules on Combating Corruption 2011, it will notify the latter Party accordingly and require such Party to take the necessary remedial action in a reasonable time and to inform it about such action. If the latter Party fails to take the necessary remedial action, or if such remedial action is not possible, it may invoke a defence by proving that by the time the evidence of breach(es) had arisen, it had put into place adequate anti- corruption preventive measures, as described in Article 10 of the ICC Rules on Combating Corruption 2011, adapted to its particular circumstances and capable of detecting corruption and of promoting a culture of integrity in its organization. If no remedial action is taken or, as the case may be, the defence is not effectively invoked, the first Party may, at its discretion, either suspend the Contract or terminate it, it being understood that all amounts contractually due at the time of suspension or termination of the Contract will remain payable, as far as permitted by applicable law.
The research direction and feasibility were confirmed after assessing the research background and the research motivation. In terms of discussions on relevant literatures, the discussions started with online education, moved to the origin and modes of remedial teaching, and ended with the applications of incorporating online teaching with remedial teaching of mathematics . In terms of the teaching platform, Moodle was chosen as the remedial teaching platform, which was largely because it was without cost, open to the public, and solutions to relevant applications and problems could be found online easily . Further, a Pythagoras theorem learning outcomes examination was designed and a pretest of this examination was conducted and analyses were performed to make sure that the examination paper was mistake-free. The pretest was conducted to understand students’ starting behavior. Later, students who were to receive the experimental remedial teaching were divided into two groups: the control group and the experimental group. Students in the control group received remedial teaching carried out in the traditional lecture-based teaching method whereas students in the experimental group received remedial teaching through using the Internet browser to login in to the digital teaching platform. After two weeks’ remedial teaching, students in both groups were requested to retake the Pythagoras theorem learning outcomes examination, the data of which were analyzed with SPSS Statistics, a software package used for statistical analysis, to reach the final conclusions of this study.
inherent potentials in terms of intelligence In this era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development being and opportunities for better living. It ensures the acquisition of knowledge and skills that enable individuals to increase their productivity m of this study is to predict the performance of high school students towards mathematics in Illubabor and BunoBedelle zone. Methods: The study Bedelle zone secondary schools. For this study data were questionnaires. So, the researchers were used primary data collection method. In simple random sampling and stratified sampling technique which is the sample size used in the study was 375 researcher is primarily used based on quantitative research, which constructed models to identify and measure the predictors of performance of students towards A total of 375 health workers were included and the Between 15 to16, between 16 to18,and 18 to 20 are 34(9.1%) 188(50.1%),122(32.5%) and31(8.3%) respectively. Among those, most of the age of the average score results for students during the study period is about 60.9 and the standard deviation is 10.9. Therefore, this implies that there is no absence of moderate variations among the values of average score across the performance of As illustrated in the correlation analysis of performance of students indicate that, there is statistically and significantly positive correlation rade level, economic status and classroom instruction with average score This means that as these variables increase average score results of students also economic status, father education background, have statistically significant effects on the
1.5 For use of this standard, fabrication fit-ups, deflections and similar quality attributes are intended to be uniformly distributed about the nominal values. The shipyard is to take corrective action to improve work processes that produce measurements where a skew distribution is evident. Relying upon remedial steps that truncate a skewed distribution of the quality attribute is unacceptable.
CONCLUSION: Attempts to help students who are experiencing academic failure fall into three categories: prevention, intervention, and remediation. Preventive approaches aim to stop academic failure before it occurs. Early intervention programs from birth to 5 years of age, for example, aim to catch children during key developmental periods and facilitate development and readiness skills. Intervention programs, such as Robert Slavin’s Success for All program, aim to intervene as soon as students begin to show signs of slipping behind their peers. Intervention plans may also be designed under Section 504 of the Americans with Disabilities Act, which mandates accommodations in the instructional environment for students who have physical or neurological problems that may interfere with their ability to learn or succeed in a typical classroom. Remediation programs are usually applied when students have demonstrated significant skill deficits and are experiencing significant academic failure. Special education programs often take this form, as do other kinds of academic accommodations for students identified with special needs. Of course, early identification and prevention of academic problems is always preferable to later intervention and remediation. Thus, systemic solutions that target early reading deficits, independent learning skills, and motivational problems from a developmental
The audio-visual approach to remedial instruction in Algebra is more effective than the traditional approach. The study showed evidence that audio-visual approach can enhance learning among students because it improves achievement level in mathematics. Having determined the highly significant difference between the computed mean difference of the control and experimental groups, it became evident that the latter which was exposed to the audio-visual materials achieved higher scores in algebra. The effectiveness of the audio-visual materials are found to improve learning through enhanced visual stimulation especially among Asian learners (Alaga, 2010), and as a good complement to written texts (Fjallstrom, 2010).
Academic advising is a crucial part of students’ undergraduate experiences, particularly when new policies or practices have been implemented at the college and when students are unfamiliar with college processes such as course registration (see Irlbeck, Adams, Akers, Burris, and Jones 2014; Swecker, Fifolt, and Searby 2013). Importantly, there is ample evidence that effective academic advising promotes student success (see Backhus 1989; Bahr 2008; Kirk-Kuwaye and Nishida 2001; Kot 2014; Swecker et al. 2013; Young-Jones, Burt, Dixon, and Hawthorne 2013). For community college students in particular, advising may be crucial during the enrollment process so that students are aware of the differences between remedial and college credit-bearing classes (Person, Rosenbaum, and Deil-Amen 2006). Indeed, community college students who were planning to transfer, compared to post- transfer students, indicated that advising that connected their general education to majors, career options, and degree options was especially important (Allen, Smith, and Muehleck 2013). Therefore, we believed it was important to examine administrators’ perceptions of advising effectiveness when college-wide course selection policies have changed.
This draft remedial investigation (RI) report was prepared for the United States Environmental Protection Agency (USEPA) Region 2 by Henningson, Durham & Richardson Architecture & Engineering, P.C., in association with HDR Engineering, Inc. (HDR) and CH2M HILL to present the results of the RI activities completed at the Gowanus Canal Superfund Site, in Brooklyn, Kings County, New York. This draft RI report has been prepared under Work Assignment Number 013-RICO-02ZP, under the USEPA Region 2 RAC II Contract Number EP-W-09-009. The Gowanus Canal is a 1.8-mile-long, man-made canal in the New York City borough of Brooklyn, Kings County, New York (Figure 1-1). The canal was built in the 1860s by bulkheading and dredging a tidal creek and surrounding lowland marshes. Following construction, the canal quickly became one of the nation’s busiest industrial waterways, servicing heavy industries that included manufactured-gas plants (MGPs), coal yards, cement manufacturers, tanneries, paint and ink factories, machine shops, chemical plants, and oil refineries. It was also the repository of untreated industrial wastes, raw sewage, and surface- water runoff for decades, causing it to become one of New York’s most polluted waterways. Although the level of industrial activity along the canal has declined over the years, high levels of contamination remain in the sediments.
There is specialised expertise that can be utilised to advantage. For example, a person trained in moisture measurements can accurately indicate where hidden moisture lies and how much area has to be removed. Professional water damage, recovery, and restoration firms have specialised equipment (desiccant dehumidifiers, heaters, fans, etc.) and skills to manage flood remediation projects. Medium to large jobs may require a manager and a remedial action plan.