Literacy Education After High School. ERIC Digest. ABE and community college remedial programs offer independent learning or integrationwith classroom instruction. Typically, ABE programs teach reading, writing http://www.ericdigests.org/2003-2/literacy.html
Extractions: Information Literacy Blog Literacy Education after High School. ERIC Digest. by Perin, Dolores In the United States, civic participation, work, learning, and critical thinking require sophisticated reading comprehension, expressive writing, oral language, and computational skills. It is, therefore, perhaps surprising to find that many adults have inadequate literacy skills in this economically highly-developed country that provides free education to age 21. However, national surveys indicate that many adultsparticularly those who are urban, minority, and/or limited English speakinglack the literacy skills they need to accomplish educational, social, and family objectives. This digest provides information on two major settings for literacy education for adults: adult basic education and community college remedial programs. INDICATORS OF LITERACY DIFFICULTY AMONG ADULTS Approximately 24 percent of native-born speakers of English and 61 percent of foreign-born speakers of other languages are functionally illiterate, with severe difficulty reading text such as newspapers and literature (Tuijnman, 2000). While many of the same individuals are at least moderately satisfied with their skills (Sticht, 2001), suggesting a discrepancy between test scores and self-perceptions, 40 million adults enrolled in adult basic education (ABE) programs between 1990 and 2000. Dropping out of high school often signals literacy difficulty. Over 10 percent of 16-24 year olds either have not received a secondary education credential, i.e., a high school diploma or General Educational Development (GED) certificate, or are not attending high school. Approximately 20 percent of tenth to twelfth graders do not complete high school. Although academic failure is not the only reason why adolescents stop attending school, dropouts often have low literacy levels.
Extractions: State-Funded Compensatory Remedial Program - Elementary Program Objectives During the school year, students who failed either or both areas of the LEAP 21 test for grades 4 or 8 ,during the previous school year, including students with disabilities, will attend a program of specially designed remediation based on student need. By the end of the school year, 50% of students receiving remediation should master LEAP 21 skill area deficiencies. Students not successful on the stated criteria by the final date, will be referred to the SBLC. The failure of students with disabilities to achieve performance standards on LEAP 21 does not qualify such students for special education extended year program (BESE Policy). During the school year, students who receive remediation in deficient areas on the LEAP 21 Math, English Language Arts, Science and Social Studies tests will attend at least one maintenance session as evidenced by attendance records. During the remedial program, 50% of the students receiving remediation will show improvement as evidenced by scores on the next retake of LEAP 21 tests.
Extractions: Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits. ERIC Digest E539. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC OVERVIEW Approximately 3% to 6% of all school-aged children are believed to have developmental reading disabilities, or dyslexia. In fact, almost 50% of children receiving special education have learning disabilities, and dyslexia is the most prevalent form. Consequently dyslexia has been given considerable attention by researchers and extensive literature exists on instruction and remediation methods. DEFINITION Phonological core deficits entail difficulty making use of phonological information when processing written and oral language. The major components of phonological deficits involve phonemic awareness, sound-symbol relations, and storage and retrieval of phonological information in memory. Problems with phonemic awareness are most prevalent and can coexist with difficulties in storage and retrieval among children with dyslexia who have phonological deficits.
Extractions: Source: ERIC Clearinghouse for Community Colleges Los Angeles CA. Building an Instructional Framework for Effective Community College Developmental Education. 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 STRUCTURING FOR SUCCESS: PROGRAM LEADERSHIP AND COORDINATION * regular meetings of all those involved in the delivery of developmental courses and services, * articulation of common goals and objectives for all developmental courses and services, and * integration of developmental courses and academic support services. BUILDING A COMMITTED FACULTY PROGRAM IMPROVEMENT THROUGH SYSTEMATIC EVALUATION CONCLUSION REFERENCES Boylan, H. (2002). What works: Research-based best practices in developmental education. Boone: NC. Continuous Quality Improvement Network. National Center for Developmental Education. Cooke, C. (1998). Changing state policy in Texas for remedial/developmental education. Austin: TX. Texas Higher Education Coordinating Board. (ERIC Document Reproduction Number ED 415 945).
VDARE.com 04/09/04 - Immigrant Influx Now Threatening California The university wants to groom teachers to teach high school kidsrecently arrivednon made in 1995 when it announced it would end remedial instruction by 1999 http://www.vdare.com/guzzardi/immigrant_influx.htm
Extractions: Home Why VDARE? VDARE People Pages VDARE Links ... Printer Friendly Version... April 09, 2004 By Joe Guzzardi A couple of years ago, one of my Mexican American high school teaching aides asked me what errand meant. We grizzled veterans of California K-12 education are a hard-boiled lot who are not easily fazed by our students academic shortcomings. But Loni was a graduating senior accepted with a full ride to the well-regarded University of California at Davis. When she didnt know the definition of a 4 th grade level vocabulary word , I had grave concerns about her college future. I was reminded of Loni when the California State University released its shockingno other word comes closedata on this years freshmen. Half of all CSU students need remedial instruction in English and one-third are not proficient in math. These dismal results fall far short of CSUs previously stated goal to raise proficiency to a minimum of 78% and 74% respectively for incoming freshmen.
Ashland University - M.Ed. Bachelors Information classroom instruction as well as remedial instruction which can be content areas ofnew instructional technologies and 650, 651, 652 EDUC 654 Creativity teach. http://www.ashland.edu/colleges/education/med/certfields.html
Extractions: site index ED.gov Home Publications ... Data Download Page 5 of 11 Table of Contents Executive Summary Introduction Availabality and enrollment in public alternative schools and programs for student at risk of education failure Alternative schools and programs for students at risk fo education failure. Entrance and exit criteria ... References Staffing, Curriculum and Services, and Collaboration Whether at-risk students are able to transfer back to regular schools or successfully graduate from alternative schools and programs for students at risk of education failure may depend in part on the quality of the education and services they receive at their alternative schools and programs. Various factors have been identified as beneficial to at-risk students in alternative education environments, including dedicated and well-trained staff, effective curriculum, and a variety of support services provided in collaboration with an array of agencies (Quinn and Rutherford 1998). The final section of the survey questionnaire asked questions pertaining to staffing, curriculum and services, and collaboration of alternative schools and programs with outside agencies.
Exemplary Center For Reading Instruction 80 to 120 minutes daily, teach the groups students receiving their regular readinginstruction and (2 ECRI students (Chapter I, bilingual, remedial) and special http://www.ecs.org/clearinghouse/23/32/2332.htm
Extractions: Exemplary Center for Reading Instruction (ECRI) 700 Broadway, Suite 1200 Denver, CO 80203-3460 Fax: 303.296.8332 www.ecs.org This review is not an endorsement by the Education Commission of the States, it is one of several reviews compiled to show the diversity of approaches schools are using to accomplish comprehensive reform. Exemplary Center for Reading Instruction (ECRI) February 9, 2001 Topic or Category: Reading Exemplary Center for Reading Instruction (ECRI) is a research-based, instructional program designed to improve students' ability to read, understand and communicate in English. Developed in the 1960s by former Utah school district administrator, Ethna Reid, the program focuses on pre- and inservice professional development for teachers. It is meant to strengthen and supplement, not replace, existing curricula. Teachers are trained in a highly structured, teacher-directed approach to instruction, with a focus on establishing high levels of student mastery, maintaining on-task behavior and providing ample time for hands-on work and practice.
Extractions: Different states offer various solutions ECHOES OF THE New York City remedial education controversy can be heard across the country. In California, trustees of the 22-campus California State University system, troubled by a steady increase in the number of students who need remedial help in English and/or mathematics, have introduced policies intended to reduce the need for remediation to not more than ten percent of regularly admitted freshmen by fall 2007. However, in the two years since these policies were adopted, the number of students needing special help has gone up, not down. Texas legislators are beginning to chafe at the cost of providing remedial instruction (called "developmental" education in Texas) an estimated $172.5 million for the 1998-1999 biennium. Massachusetts now limits remedial instruction to ten percent of freshmen at public four-year colleges and next year will lower the cap to five percent. Other states that have taken measures to curtail remedial classes include Louisiana, Ohio, Oklahoma and South Carolina.
TeachersAdult Literacy And Remedial And Self-Enrichment Education levels for different subjects, remedial education teachers teachers who teach literacyto nonEnglish provide survival and life skills instruction, and lessons http://www.umsl.edu/services/govdocs/ooh20022003/ocos064.htm
Extractions: Nature of the Work Working Conditions Employment ... Sources of Additional Information Download a text version ( TXT Download a printer-friendly version ( PDF Significant Points Nature of the Work About this section Top Adult literacy and remedial education teachers self-enrichment teachers , unlike other adult education teachers, teach courses that students take for personal enrichment, such as cooking, dancing, creative writing, golf or tennis, photography, or personal finance. Adult literacy and remedial education teachers, more commonly called adult basic education teachers , teach basic academic courses in math, geography, history, reading, writing, science, and other areas. They teach these subjects to students 16 years of age and older who have up to an eighth grade level education. Many of these adults have learning disabilities or emotional problems that prevented them from learning effectively in regular school. Because the students often are at different proficiency levels for different subjects, remedial education teachers must make individual assessments beforehand of each students abilities. The assessment is used in many programs to develop an individualized education plan for each student. Teachers are required to evaluate students periodically to determine if they should be promoted to the next level.
Load Training - Skills Training Classes to watchout for pedestrians and teach the pedestrians instruction is given only whenthe worker misses a In that case the remedial instruction is specific to http://www.training-classes.com/course_hierarchy/keyword_index/load.html
Extractions: Training Classes - Learning and Development Resources Training Directory Site Map Promote your Training ... Advertise Programs Training Keyword Search Training Programs for keyword : Load "Safe Material Handling" is for all workers who lift, carry, or transport loads using their hands or hand operated materials handling equipment such as dollies, hand trucks, and pallet jacks. Workers will learn how to assess a load for safe handling and to recognize loads that pose hazards. The course teaches the use of proper personal protective equipment for material handling, how to choose the right material handling equipment and how to use it correctly. Workers will learn to appreciate the need to ask for help when appropriate and will learn to respond properly if a load is damaged. Delivery formats include CD-ROM, LAN, WAN, Intranet, Internet. The course can be customized to meet your site-specific needs. It is currently available in English, but other la ...more These comprehensive Safety programs have all the newest Regulations and industry standards for Drivers and Pedestrians as well. Now you can teach your drivers to watch-out for pedestrians and teach the pedestrians to watch-out for drivers. Delivery formats include CD-ROM, LAN, WAN, Intranet, Internet. The course can be customized to meet your site-specific needs. It is currently available in English, but other language tracks can be added.
Transportation Training Classes - Skills Training Classes In that case the remedial instruction is specific to the area being tested andis Now you can teach your drivers to watchout for pedestrians and teach the http://www.training-classes.com/course_hierarchy/Transportation/
Extractions: Training Classes Learning and Development Resources Training Directory New Training Programs ... Advertise Training Programs Do you provide training that should be here? Providers: Tell me about it Transportation Training Classes , e-Learning, tutorials, online study guides, self study CD-ROMs, educational videos, home study programs, certification preparation, professional training, vocational courses, exam prep and instructor lead training (ILT) presentations. Transportation , driving, hauling , licensing and safety Students who visit this page thought these terms were important: transportation, hauling, safety, training Related Keywords: transportation hauling safety home Transportation [go up..] Transportation Health and Safety Related Groups: Hazmat - Hazardous Materials This course covers the fundamentals of shipping hazardous materials. Our 10 step approach encompasses all of the activities which must be addressed when preparing a hazardous material for shipment. This course has been updated to include recent changes to the regulations, including HM-215D. This course includes a history and overview of hazardous waste management laws and regulations, a guide to complying with the myriad of hazardous waste regulations including how to recognize hazardous wastes, how to manage waste correctly on site, how to properly select, label and mark waste containers, how to prepare shipments for transport to treatment, storage and disposal facilities, and how to properly keep records for compliance and enforcement.
The Science Of Education teachers have to change how they teach once class size is reduced for monitoringof student progress; (7) Easing the burdens of remedial instruction when the http://www.ship.edu/~tbbrad/science_of_education.htm
Extractions: Shippensburg, Pennsylvania **It is so solidly confirmed that class size is a critically important variable in effective education that even the legislature has begun to consider proposals to provide school districts with incentives to reduce class size. The costs involved in reducing class size are obvious, but the potential for significant improvements in educational outcomes are very promising based on decades of research. However, I haven't heard any of the proponents for smaller class size tell the rest of the story. Reducing class size only provides the opportunity for improved instruction. Teachers have to change how they teach once class size is reduced for those improvements to be manifested in the lives of children. Again we see the paramount importance of what teachers do in classrooms to the success of children in school. CLASS SIZE! Do you believe the coverage the topic is getting. From the "State of the Union" message of President Clinton to articles in the Harrisburg Patriot to an article by AP education writer Robert Greene that appeared in the Public Opinion on February 9, 1998 (Chambersburg, PA), attention is being focused on this issue. The
What Works: Effective Instructional Strategies. -- Efins.htm offer remedial instruction only as needed. Provide vocational teachers with professionaldevelopment activities so they can gain the expertise needed to teach http://www.flstw.fsu.edu/integrate/efins.html
Extractions: Effective Instructional Strategies Encourage teachers to have higher expectations for their students, particularly in their use of basic academic skills. Assign meaningful homework on a regular basis, including in vocational classes. Establish expectations that homework be completed. Develop coordinated instructional plans between vocational and academic teachers - plans that reinforce instructional objectives, strategies, and content in both areas. Have vocational teachers serve as guest speakers in academic classes to reinforce the need for what academic teachers are teaching. Use vocational student organization projects as a springboard for having vocational and academic teachers work together. Have vocational and academic teachers agree to reinforce the same basic academic skills for a particular period of time - for example, a grading period or several weeks. Have vocational and academic teachers develop cooperative assignments. Have academic teachers borrow equipment/supplies from vocational laboratories to illustrate actual math and science applications. Have vocational teachers incorporate academic skills in their day-to-day instruction, not try to teach students through drill and practice procedures.
NRRF - - Accountability For Effective Reading Instruction Thus, Shepard s warning to educators not to teach to the almost all school districtshave designated procedures for remedial reading instruction. http://www.nrrf.org/pg_accountability.htm
Extractions: Dr. Patrick Groff, Professor of Education Emeritus San Diego State University The National Education Association (NEA), the nation's largest teachers union, is resentful of ongoing pressure from parents, voters, and their state legislatures to hold public schools accountable for how well they teach students to read. This goad to NEA members came in the wake of reports, such as ones by the federally funded National Assessment of Educational Progress, that there is an unacceptably high percentage of students who leave public schools as "functional illiterates." They cannot read well enough to successfully perform personal, civic, and job duties. The January 2001 issue of NEA Today, the official organ of the NEA, presents the results of its interview regarding these matters with education professor Lorrie Shepard. She is the immediate past-president of the American Educational Research Association (AERA). The AERA is the country's largest professional organization identified as devoted to improvement in the "scientific study of education," for example, to promotion of "credible scientific research" as to how students best learn to read. In her interview with the NEA, Shepard commented on whether or not: (a) students should be retained in a grade if they do not score high enough on standardized reading tests (SRTs), and (b) public schools should be rewarded or penalized financially depending how well student score on SRTs.
Extractions: The National Right to Read Foundation, December 1998 Regna Lee Wood is Director of Statistical Research for The National Right to Read Foundation. Her work has appeared in National Review, Destiny, Network News & Views, a publication of the Hudson Institute, and Oklahoma Council of Public Affairs (OCPA) Perspective. Dr. John Silber, Boston University Chancellor, says she is "...a major national resource because of her brilliant analyses of illiteracy..." Fearing that U.S. Department of Education testing would lead to a national relative-values school curriculum, Congressional conservatives recently defeated President Clinton’s proposed "world class" 4th and 8th grade reading and math exams. Though 1992 and 1994 National Assessment of Educational Progress test scores indicated that three-fourths of the nation’s 4th and 8th grade students could not even read a world-class test, the debate over who should design and administer these tests to one out of four students in those grades was prolonged. Meanwhile, everything associated with the nation’s two largest K-12 public school programs — cost, size, and federal control — has exploded. Title I or Chapter I remedial reading, math, and language classes for the economically "disadvantaged" and Special Education remedial reading, math, and language programs for the physically, mentally, and emotionally "disabled" have grown like monsters in a horror movie.
H&H Learning Systems Letter From Author collegepreparatory instruction to receive that instruction from a to a traditionalcommunity college remedial course the math lessons it is supposed to teach. http://www.onlinecollegeprep.com/PressRelease2.html
Extractions: "A distance learning alternative to traditional math college-preparatory courses in Florida's community college system is now available!" -Dr. Robert Hackworth, Author and Course Developer of the One-on-One Math Mentor Curriculum Thank you for your interest in our online Distance Learning College-Preparatory Mathematics courses, a powerful and proven interactive curriculum designed to prepare students for college level math studies. Florida law now allows students who have been identified as needing college-preparatory instruction to receive that instruction from a private provider as an alternative to a traditional community college remedial course. Many students will find that Distance Learning offers them needed flexibility and convenience that will ensure their rapid progression and learning success while preparing for college-level math studies. As a teacher of mathematics in a state community college for over 30 years and as the author of more than 15 textbooks on the subject, I am deeply concerned with the effective use of technology in math education. With all the hype of multimedia curriculums designed to help increase academic achievement, I have yet to uncover effective courseware that goes beyond more than just drill-and-practice, and much of the technology is harder for the student to learn than the math lessons it is supposed to teach. In many cases the technology demands significant investments in new hardware that makes it too expensive and limits access to those students who need help the most.
Extractions: This study compares mainstreaming and centralizaton, two ways in which community colleges organize developmental education. Based on previous literature, the two models are compared in terms of instructional quality, ancillary services, teacher characteristics, student reactions, and reputation of remediation. Pending empirical evidence for the superiority of one model to another, recommendations are offered to college administrators and state policy makers for maximizing the effectiveness of each one. For many students in either large or small communities, the community college is the only public educational institution that will accept them for college-level studies given their high school academic performance. Furthermore, of the many types of postsecondary institutions facing students who are unprepared for college-level studies, the community college is the only institution whose legal and social mandate is remedial education. (p. xii)
Extractions: NASHVILLE Can't write a complete sentence? Confused by basic arithmetic? Then you don't belong at one of Tennessee's four-year public universities. State higher education officials are sending that message as they shift remedial courses, for students lacking basic writing, reading and math skills, to two-year community colleges. For most students heading back to class this week, ``everything's exactly the same,'' said Brian Noland, director of academic affairs for the Tennessee Higher Education Commission. But by fall 2003 a year from now the state may drop funding for remedial courses at the university level. The higher education commission also proposes reducing funding for developmental coursework to $120 per credit hour less than half the rate universities now receive. ``If you look at the level of preparedness for a student who needs remedial instruction, those students do not have a level of skill that puts them into position, statistically, to succeed at a university,'' Noland said. ``So, if you can get a student who is needing remedial instruction in English started at a community college, which has smaller class sizes and a greater attention to student learning, it could increase that student's chance of success.''
ED-SP 550: Special Education/ Remedial Strategies In Understanding reading problems Assessment and instruction. A success curriculum forremedial writers If you re trying to teach kids how to write, you ve gotta http://www.csubak.edu/~bpugh/550av.htm
Extractions: Graduates of the CSUB School of Education will be reflective, decision making individuals who 1) are student centered; 2) are understanding of, sensitive to, and effective with students from diverse backgrounds; 3) effectively apply and evaluate current research, pedagogy, and technology; and 4) are committed to their personal and professional development.
