K-12 Keyboarding - USOE METHODS OF instruction FOR teachING KEYBOARDING used effectively to teach almost any new technique or procedure as well as to give remedial instruction. http://www.usoe.k12.ut.us/ate/keyboarding/Articles/methodology.htm
Extractions: Southwestern Publishing Co, 1979 From the findings of skill-learning research and studies of time and motion in human performance, technique or form has come to be considered a prerequisite to skilled performance of motor tasks. Without correct technique, the skill cannot be performed with speed, precision, and minimum effort. Technique underlies and becomes the essential basis for the development of keyboarding speed and accuracy. Attitude Toward Learning A New Task Some students will approach the study of keyboarding with interest and desire to learn the task. They appear to regard it as a relevant and desirable thing to learn. Others approach it as a duty or requirement. They expect to learn it, but with relatively little enthusiasm. Others approach the task with evident discomfort. They have some fear or trepidation and expect only negative things to ensue from this task and the judgments they expect from teachers, parents, and peers. It is the responsibility of the teacher to present the new learning task in a positive manner and show its relevance in their lives.
PERSPECTIVE DIRECT INSTRUCTION By JANN FLURY Direct instruction is a natural and the most logical way to teach a child new And nationwide in the US, the cost of remedial instruction is estimated at http://www.educationnews.org/perspective_direct_instruction_b.htm
Extractions: Just as the purpose of a flying school is to teach students to fly, so it is the purpose of public school to teach students the basic academic subjects needed to enter the workforce or go on to higher learning. Achieving this goal has little to do with "choice," funding, class size, or catering to the needs of individual students. It has everything to do with teaching quality. Learning reflects teaching quality, which, in turn, depends on teacher selection and training. Unfortunately, teacher training has been inadequate for decades now, because teacher-training institutions do not see academic achievement as the primary purpose of public education.
Adjunct Faculty Information And Requirements DEVELOPMENTAL / remedial instruction. Faculty who teach Basic Computation and Communication Skills in nondegree occupational programs must have a http://www.alvin.cc.tx.us/PERSON/AdjunctFacultyInfo-Requirements.htm
Extractions: Source: ERIC Clearinghouse for Junior Colleges Los Angeles CA. Controversies Surrounding Developmental Education in the Community College. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC The literacy rates of high school graduates began to deteriorate in the mid-1960's, resulting in the matriculation of a large proportion of community college students with inadequate basic skills. This decline in student literacy has continued, dictating that developmental studies will be central to the community college curriculum and involve all college personnel. From the onset, criticisms have been raised about large-scale community college involvement in developmental education. Some of these criticisms seem valid, while others clearly are not. A discussion of some of the most commonly voiced concerns follows. "THE COMMUNITY COLLEGE IS THE WRONG PLACE TO PROVIDE DEVELOPMENTAL EDUCATION."
Agostini V. Felton And Establishment Clause Jurisprudence And O union between a student receiving remedial instruction in a classroom on his Thus, the dissent would argue that the award of funds to teach these http://www.willamette.edu/~blong/ReligionandLaw/Agostini.html
Extractions: [Home] Jesus Job Homer ... Older Cases Important Cases Everson v. Board McCollum v. Board Zorach v. Clauson Engel v. Vitale ... Alllegheny I (89) Allegheny II (89) Westside v Mergens Lee v. Weisman Lee v. Weisman II Lamb's Chapel ... Van Orden Agostini v. Felton 521 US 203 (Decided June 23, 1997) Bill Long At issue in this 5-4 decision was whether the injunction entered in 1985 after the Court's Aguilar decision, which prohibited public school teachers on the public payroll from coming into parochial schools in New York to teach mostly remedial subjects, should be lifted because, under FRCP 60(b)(5), it is "no longer equitable that the judgement (in 1985) should have prospective application." The Court concluded, with Justice O'Connor writing the opinion, that the Court's precedents in the intervening twelve years had so eroded the Aguilar holding that it must be overruled. Thus, the effect of the decision would be to overrule both Aguilar and Grand Rapids v. Ball and permit prblic school teachers on the public payroll to enter into private schools to teach supplementary courses to the general curriculum of the parochial school. The four dissenters (Souter, Stevens, Ginsburg and Breyer) vigorously protested that this was not only reversing a clear line of precedents but ran afoul of the long-standing principle that public money could not be used directly to fund the operation of parochial education.
Adva Center--Proposed Israel 1998 Budget--Affect On Women The main victims of any cutback in instruction hours are women who teach for a In 1998, the proportion of remedialinstruction hours at the junior-high http://www.adva.org/budwomen.html
Extractions: Fax 03-5602205 HOW WILL THE 1998 BUDGET BILL AND THE BUDGET RECONCILIATION BILL AFFECT WOMEN? In October 1997, the Cabinet presented the Knesset with two bills that will have far-reaching effects on Israeli women: 1. The State Budget Bill , which itemizes the budgets of the various ministries. For the third consecutive year, the budgets of the ministries of Education and Culture, Labor and Social Affairs, Housing, and Immigrant Absorption will erode or stagnate, and the Health Ministry budget will fall far short of meeting the system's needs. 2. The Budget Reconciliation Bill The Cabinet uses this bill to institute various changes and asks the Knesset to approve them en bloc, along with the Budget Bill. This year, the Budget Reconciliation Bill includes a series of substantive changes in the National Health Insurance Law. The Cabinet proposes to undo one of the major achievements of this law: a general, fully disclosed, and binding list of insured health services. It also proposes to reduce its financial support of the health services provided under the law. If they were to be presented in the course of a public debate on the National Health Insurance Law, these proposals would no doubt encounter widespread resistance. This is the very reason they have been included in the Budget Reconciliation Bill, a bill usually debated under severe time pressure, on the last day of the fiscal year.
Texas Performance Review ED 12 Since TASP began, remedial instruction provided by Texas higher Kaplan trains the instructors, who then teach the workshop to students prior to testing http://www.window.state.tx.us/tpr/tpr5/1ed/ed12.html
Extractions: ED 12: Make Remedial Education Funding Performance-Based State law should be amended to require the Texas Higher Education Coordinating Board to allocate appropriations for remedial education to higher education institutions using a performance-based funding formula that provides a base amount per student remediated and a bonus payment for each student who passes Texas Academic Skills Program (TASP) test after completing remedial education. Background In 1985, the Texas Higher Education Coordinating Board (THECB) created a Committee on Testing to determine how many Texas students entering college were inadequately prepared for college-level work. The committee reported that 30 percent of students entering Texas public higher education institutions each year could not read, write, or compute well enough to perform effectively in college. Consequently, some of the students were dropping out of college. The committee recommended that Texas adopt a diagnostic test to measure the reading, writing, and mathematics skills necessary to perform effectively in college and that all higher education institutions develop student advisory programs and remedial programs to meet the needs of underprepared students. Based on the committee's recommendations, the 1987 Legislature created the Texas Academic Skills Program (TASP) as an early assessment and academic support program for all students entering the state's public colleges and universities. Students must take the TASP or an appropriate alternative test to determine if they have the reading, writing, and mathematics skills, as defined by higher education faculty, to demonstrate college readiness.
Remedial Instruction With this group, the focus of remedial instruction shifts to teaching learning strategies and study skills; fresh ways to learn, remember and express their http://www.nalandainstitute.org/aspfiles/instruction.asp
Extractions: As a community involved with the development of children who are differently-abled for learning, we have all wondered at the struggle these children go through to learn and acquire basic academic skills. This, despite their obvious average or above-average intellectual potential and their exposure to good instructional environment and experiences. Most children seem to learn the basics of reading, writing and maths more or less through the regular instructional environment. However, children with Learning Disabilities need more direct, intensive and systematic inputs from the teacher, in order to learn. In the classroom, these students learn the same curriculum as their peers. The only modifications/adaptations seem to be in terms of appropriate seating, additional time for completion of work, choice in assignments, modified test papers or giving tests orally.
Reading Reform Foundation Add Items 1 Teaching remediation reading classes has become an education industry driven by the nationwide cost of remedial instruction at $16.6 billion per year. http://www.rrf.org.uk/perspective.htm
Extractions: Home Newsletters Message Board Resources ... Subscribe PERSPECTIVE by Jann Flury This column on Mona McNee's 'c-a-t = CAT' appears on educationNews.org and on Educan (January 7, 2002). READING WARS Reading is the cornerstone of education. It represents the quintessence of learning. Teaching students to read in their first year of school used to be taken for granted and its importance cannot be overemphasized. Being able to read unlocks the door to all future, independent academic learning for a child. How to teach children to read needs no debate. We know from past experience what works best. What needs to be investigated and challenged is the irrationally, irresponsible attitude of pedagogical establishment. Why do they, in the face of overwhelming evidence, fight to retain failed reading programs and teaching methods, and why did they promote and introduce illogical fad programs in the first place? Before the mid 1960's when the untried fad of "whole language" or "look-say" guessing games were introduced, children learned to read through phonics. Using phonics, no serious teaching obstacles were ever encountered, and virtually all children, including dyslexics, learned to read in their first year of school. Interestingly, Attention Deficit Disorder was also, for all intents and purposes, unheard of before ineffective new methods were introduced.
Extractions: References Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction. This article will discuss techniques that have been demonstrated to be effective with secondary students who have learning disabilities in mathematics. The body of research on mathematics instruction for secondary students with learning disabilities (LD) is not developed well enough to describe a specific and comprehensive set of well researched practices, but it is sufficient for defining a set of procedures and issues as clearly associated with effective instruction and increased student achievement. In this article, data- based investigations of procedures that have evaluated the effectiveness of mathematics instruction with secondary students with LD will be discussed. Although this discussion will be based primarily on studies that were limited to secondary students with LD, some research; on the instruction and achievement of younger students or higher achieving populations will be considered.
Extractions: Teaching Today publishes innovative teaching tips on a weekly basis. Written with the busy teacher in mind, each tip is concise, practical and easy to implement in the classroom right away. Topics covered in Teaching Today are classroom management, career development, high stakes testing, instruction and planning, parental involvement, reading in the content areas, using technology in the classroom, and portfolio development. Teaching Today also offers free weekly downloads that correspond to the tips. Our free downloads make implementing the teaching tips even easier. Teaching Today provides educational resources for teachers looking for everyday solutions to the challenges of the classroom. Helping Remedial and Reluctant Readers While most students entering secondary school are expected to read on a secondary level, effective classroom teachers recognize that some secondary students are lagging in reading skills. Those students who are not strong readers often are not as successful as they could be in a given content area. Their progress is slow without the help of an observant and effective teacher.
îëììú áéú áøì - The Remedial Instruction Program FIRST YEAR remedial instruction in English as a Foreign Language materials/ and teaching methods related to the remedial instruction of EFL learners. http://www.beitberl.ac.il/engDataPages/DataPagesPreview.asp?ID=3760
Extractions: Source: ERIC Clearinghouse for Science Mathematics and Environmental Education Columbus OH. Meta-Analysis Research on Science Instruction. ERIC/SMEAC Science Education Digest No. 1. Even before the appearance of the various 1983 reports on the state of education in American schools, science education researchers were interested in learning how to improve the quality of instruction in science. Numerous instructional techniques were investigated for their impact on student achievement, use of process skills, attitudes, or other outcomes. Howe and Ramsey published a two-part article in THE SCIENCE TEACHER about research on instructional procedures (Part I outcomes of instruction, 56 studies; Part II instructional procedures, 103 studies) (1969). Since then, Glass described a technique known as meta-analysis that is used to analyze the results of a number of studies on a related topic. This Digest reviews several meta-analysis studies focused on science instruction. META-ANALYSIS PROCEDURES Kulik has described the four basic steps involved in meta-analysis: (1) reviewers first locate studies of an issue, using clearly specified procedures; (2) the outcomes of studies are characterized in quantitative terms; (3) as many features of the studies as possible are coded; and (4) statistical procedures are used to summarize findings and relate study features to study outcomes (1983).
Using Technology In Remedial Education. ERIC Digest. In discussions of computeraided instruction, an often-raised question is, With regard to remedial education, the results have been quite positive. http://www.ericdigests.org/1999-1/remedial.html
Extractions: Information Literacy Blog Using Technology in Remedial Education. ERIC Digest. by Keup, Jennifer Rinella This Digest discusses two specific computer-aided instruction systems used in remedial education programs at two-year colleges in the United States and Canada: SYNERGY and INVEST. Additionally, general observations regarding the student outcomes from the use of these computer-based systems will be addressed including some critical points regarding the implementation and adjustment process for institutions utilizing technology and computers in remedial education programs. THE INSTRUCTION SYSTEMS As implemented in the Nova Scotia Community College System in Canada, the INVEST system is a Local Area Network (LAN) computer system that incorporates approximately 4,000 lessons into a three-tiered system. Tier 1 provides Literacy-Based Instruction, Tier 2 focuses on Adult Basic Education, and Tier 3 furnishes General Education Development (GED) Exam Preparation. Mathematics, reading, writing, and life-skills instruction are available in each of the three tiers, and instructors determine the level of mastery required of students to progress within the tier. A pre-test determines where students are placed initially within the lessons in each subject area. These computerized lessons provide information and opportunities for practice in the four subject areas. Performance on a post-test measures students' mastery of the subjects. A successful performance on the post-test allows the student to advance to the next module of pre-test and lessons in that tier. Instructors are made aware of student difficulties through a "lock out" mechanism on the program. That is, after the maximum number of unsuccessful attempts (as previously determined by the instructor) is reached on the mastery tests, the program will freeze and require the student to see the instructor in order to continue the program (Moore, 1993).
ECC Brief Jan. 2001 remedial reading instruction due to ineffective teaching in the early grades is, by itself, a substantial expense. In Wisconsin alone, a 75 percent http://www.education-consumers.com/briefs/May2001.shtm
School Of Education Teaching students with special needs can be a particularly rewarding and and identify students in need of corrective and remedial instruction. http://www.cwpost.liu.edu/cwis/cwp/edu/speced/degree_prog.html
Extractions: Department of Special Education and Literacy Degree Program Descriptions Dual Bachelor's/Master's Degree Programs Master's Degree Programs Dual Certification Master's Programs Graduate Concentration in Autism Dual Bachelor's/Master's Degree Programs B.S./M.S.Ed. in Childhood Education/Special Education The B.S./M.S. in Childhood Education/ Literacy - is similar in structure to the B.S./M.S. in Early Childhood Education/ Literacy. However, the undergraduate portion of this degree offers training for a broader age group (Birth to Grade 6) and also places an emphasis on elementary education curricula such as social studies, mathematics and science. The graduate portion in Literacy (Birth to Grade 6) is identical to the M.S. in Literacy. Master's Degree Programs M.S.Ed. in Special Education*
C.W. Post School Of Education Courses cover important issues such as teaching in a multicultural environment and and identify students in need of corrective and remedial instruction. http://www.cwpost.liu.edu/cwis/cwp/edu/grad/grad.html
Extractions: Master's Degree Programs M.S. IN EARLY CHILDHOOD EDUCATION This program focuses on the development of the whole child from Birth through Grade 2 and includes student-teaching opportunities so you'll spend valuable time observing and working with young children. Your courses and field experience will help you understand the complexities and principles of child growth and development, plan instruction that meets the child's needs and curriculum goals, and employ various methods of assessment. Courses cover important issues such as teaching in a multicultural environment and the importance of playtime in early childhood development. Extend your certification to cover Bilingual Education M.S. IN CHILDHOOD EDUCATION This Master of Science degree prepares students to develop and teach innovative curricula for children in Grades 1 to 6. Teachers trained in this area are in high demand. This program is appropriate for students who have a bachelor's degree but no undergraduate preparation in education, and for students who already possess significant background in education, including those who have earned provisional teacher certification. Courses cover topics such as the American school system environment, student behavior, curriculum development, educational goals and objectives, contemporary philosophies and cultural diversity. Extend your certification to cover
Past Issues - March/April 1999 CoTeaching Are Two Heads Better Than One in an Inclusion Classroom? directed, individualized, intensive, remedial instruction of students who were http://www.edletter.org/past/issues/1999-ma/coteaching.shtml
Extractions: By Millicent Lawton When Ronni Swan's principal at Starms Discovery Learning Center in Milwaukee asked her to co-teach this school year with a special educator, Swan balked. A general education teacher, Swan had already had a bad experience trying to co-teach, and the memory made her leery. But the push on co-teaching was part of the multiage elementary school's mission to weave disabled students into all regular classes. So, Swan agreed reluctantly-and then worried. As it happens, her pairing with teacher Paige Richards has worked so well it's made her a believer in co-teaching. "I would never go back to just teaching regular ed [by myself]," Swan says firmly. "It's no fun. It's lonely." Swan also believes the students benefit academically from having two teachers present, each with different strengths. Swan's strong suit is language arts, while Richards' is science. Richards, the special educator, also raves about co-teaching and being able to mix special ed and regular ed children together. "I feel like the benefits of inclusion far outweigh anything in a self-contained [special education] classroom," she says. She cites in particular the progress of one 10-year-old mentally retarded boy she has taught for three years in an inclusion class at the school. When he started in the multiage class, the boy had poor social skills and couldn't stay on task. Now the boy can "tell you what he did over the weekend. He can tell you two or three things in a row, on a topic, and then switch to something else. That's a goal we had for his IEP (Individualized Education Plan)."
Sedita Learning Strategies For grades K3 and remedial instruction. Module 9 - Teaching Beginning Spelling and Writing. Writing is an essential component of a comprehensive literacy http://www.seditalearning.com/letrs.html
Extractions: Language Essentials for Teachers of Reading and Spelling A Proven Way to Build Teachers' Expertise in Reading Frequently Asked Questions What is the goal of LETRS? The goal of the LETRS professional development program is to help teachers understand the language structures they're teaching, how students learn to read and write, and the best reasons why some children fail to learn. LETRS helps teachers gain ind-depth, useful instructional information that complements their everyday teaching practices. It is not a "reading program", nor is it a replacement for basal reading programs; rather, it is designed to bring deeper insight and knowledge to reading instruction, provide answers that instructional materials cannot, and allow teachers to reach, through explicit, scientifically-based methods, student who might otherwise fail. How is it organized? Each component of reading instruction is addressed in 12 standalone modules. See the list of module topics below for details. Who is it for?
Sedita Learning Strategies Teaching Beginning Spelling and Writing (grades K3 and remedial instruction) This workshop focuses on skill instruction tutorials vs. content-support http://www.seditalearning.com/presentations.html
Extractions: Training and Workshop Topics Sedita Learning Strategies offers workshops, seminars, and multi-day training sessions in the following areas. The suggested time and content descriptions are flexible - adjustments can be made to fit the specific needs of a school, parent group, or other educational organization. School-Wide Instruction Models * The Key Three Routine: Comprehension and Study Skills in the Content Classroom This school-wide model for improving reading comprehension, writing and study skills has been implemented in middle and high schools across the country. The model is based on three basic skills (main idea, note taking and summarizing) which are incorporated in activities that can be used before, during and after reading in all subject areas. The professional development for this model is hands-on and includes the use of existing content textbooks and materials during the training. Teachers can begin using the activities immediately after initial training, and there are no special textbooks or workbooks that need to be purchased to implement the program. For grades 5-12 Pre-training : consult meeting with administrative staff Initial Training: 1 to 2 days with all staff involved in implementing the model Follow-up training/consultation with small groups : Minimum of 2 visits, scheduled 4-6 weeks after initial training.
