The purpose of this causal comparative study is to test the theory of no significant difference that compares pre- and post-test assessment scores, controlling for the instructional delivery model of online and face-to-face students at a Mid-Atlantic university. Online education and virtual distance learning programs have increased in popularity…

A PILOT STUDY WAS REPORTED ON THE USE OF A COMBINED TELEVISION-CLASSROOM GROUP PROGRAM IN REMEDIAL SPEECH INSTRUCTION. THE SAMPLE CONSISTED OF 535 PUPILS FROM THE ELEMENTARY SCHOOLS OF HAWAII WHO WERE DIVIDED INTO THREE GROUPS (1) TELEVISION-CLASSROOM INSTRUCTION, (2) NON-TELEVISION-CLASSROOM INSTRUCTION, AND (3) NORMAL THIRD-GRADE INSTRUCTION IN…

Compares the effects of explicit instruction of the Preread-Read-Organize-Review (PROR) textbook reading strategy in a course-based context (where students apply reading strategies to their own college textbooks) versus a content-based context (where students apply reading strategies only to texts provided in the reading class). Draws no…

REMEDIAL ENGLISH INSTRUCTIONAL METHODS FOR COLLEGE WERE COMPARED TO DETERMINE WHICH OF TWO APPROACHES PRODUCES THE GREATER AMOUNT OF MEASURABLE EDUCATIONAL RESULTS AND WHICH CONTRIBUTES TO GREATER PERSISTENCY OF ACQUIRED SKILLS IN WRITTEN AND SPOKEN ENGLISH. IN ADDITION, THE RELATIONSHIPS AMONG IMPROVEMENT AND PERSISTENCY OF IMPROVEMENT IN WRITTEN…

Examines the evidence for and against three major approaches to the teaching of specific reading disabled children: the process approaches, the specialist methods, and the modality/treatment interaction methods. Concludes that all differ in terms of their assumptions and consequent remediation, and all have a number of associated difficulties.…

Compares outcomes in developmental mathematics classes that used lectures with classes that utilized computer-mediated instruction. Finds that the results showed no significant differences on common exams. States that course satisfaction levels, however, were higher in computer-mediated classes, partly because students wanted greater control over…

The Direct Instruction Follow Through program of enhanced instruction for children in kindergarten through grade 3 was introduced in 1968 in schools serving disadvantaged students in 180 communities throughout the United States. To determine the long-term effects of the program, a study compared the performance of the first three cohorts of Follow…

National compensatory education and the relationship between student achievement growth and educational processes are assessed in a first year report of the Sustaining Effects Study required by Title I of the Elementary and Secondary Education Act of 1965. Federal funds were authorized to provide special compensatory services to educationally…

A former adjunct professor compares her experience teaching freshman composition at two community colleges with very different philosophies about remediation, offers some practical suggestions regarding teacher attitudes and techniques, and discusses how colleges can best use adjunct professors. (JMD)

The GO Project was created at Sacramento City College (SCC) to help underprepared students achieve success in a transfer-level sociology course, while improving their reading, writing, and study skills. Throughout the fall semester, students in the GO Project engaged in reading, essay writing, and study skills practice which focused on the…

This report presents the findings of two phases of a study of Asian limited-English speaking middle school and high school students' experiences in sheltered classes as compared with mainstream classes in the School District of Philadelphia (Pennsylvania). The study involved focus group interviews conducted with 114 English as a Second Language…