Remedial education

670:, Achieving the Dream focuses on increasing the success of college students – particularly students of color and students from low-income backgrounds. Starting in 2004, the project funded promising, data-driven approaches to strengthening remedial education coursework. Achieving the Dream is its own national organization with the same mission: "community college student success and completion; focused primarily on helping low-income students and students of color complete their education and obtain market-valued credentials." The organization continues to fund positive interventions that move underprepared students through remediation with greater success and features a list of best practices and exemplary colleges from which other higher education administrators can learn. Achieving the Dream promotes many different interventions that can increase the success of students, including first-year student success courses that provide students with the skills to navigate college expectations and academics more effectively, accelerated remedial courses in math and English, student mentoring and coaching, mandatory orientations for new students and supplementary computer tutoring for remedial students. Achieving the Dream also takes an active role in state policy advocacy and is currently working in 15 states to strengthen student remedial success. 356:(SARTs) at a seminar held at Hawthorn State College (Victoria, Australia) on 15 December 1980. In it he announced the most significant development in remedial education in Victoria with a strategic plan for addressing falling literacy and numeracy standards. The totally new component of the Special Assistance Program was the provision of 1000 SARTs for "the delivery of services to children with special needs." These designated teachers were given "a major on-site school responsibility for facilitating a productive relationship between parents and pupils and teachers." The program involved the training of these primary teachers as SARTs and their placement in schools. Their role was the early detection and remediation of children at risk of illiteracy and innumeracy. 611:

primary education and secondary schooling, to develop the minimum skills deemed necessary for functional participation in the economy and the democracy, and to acquire the prerequisite competencies that are crucial for negotiating college-level coursework. On the other hand, critics argue that taxpayers should not be required to pay twice for the same educational opportunities, that remediation diminishes academic standards and devalues post-secondary credentials, and that the large number of underprepared students entering colleges and universities demoralizes faculty. Following from these critiques, some have argued for a major restructuring of remediation or even the elimination of remedial programs altogether.

466:, ACCUPLACER, or COMPASS assessments. Often, each college or university sets its own score thresholds for determining whether a student must enroll in remedial courses. However, some states are moving toward a uniform standard for remedial placement cut scores. Students are required to enroll in remedial courses before advancing to a college-level course in that subject. Colleges review a student's score by subject – math, English, science, etc. – and compare that score to the school's cutoff. For example, a college might use a score of 19 on the ACT math section as the threshold for determining whether a student must enroll in a remedial math course or college-level math course. 640:

reading – did so because they did not pass their remedial course. Another 11% of math students and 9% of reading students exited college without ever having failed or completed a remedial course. Students who enrolled in college and were placed into a sequence of three or more remedial courses were the least likely to persist to a college-level course. Like in all education pathways, there are many different points at which remedial students can step out of education. Research from the Community College Research Center at Columbia University suggests that many students do not complete their remedial sequences or do not enroll in the first college-level course in that subject.

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their education to meet college-level requirements to enroll in a first-year composition class where 50% of the students are ALP students and 50% have been placed in first-year composition. It is reported that 74% of students have passed first-year composition as a result of ALP. ALP is reported to be a well-known national program that has served as a template for hundreds of colleges across. The community college of Baltimore County is one college that has shown long-term statistics showing the effectiveness of this co-requisite program.

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programs. The statement's principles included: aligning remedial courses with a student's long-term area of study at the college, using multiple measures to placement students in remedial courses, requiring all students – including under-prepared students – to pick a program of study when they enter college, integrating academic support services into pre-college-level coursework, creating accelerated course models with students with larger skill deficiencies, and measuring completion of remedial courses.

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demographic groups. The organization has also worked with states to set goals for increasing college completion and making adjustments to higher education policies. Currently, CCA heavily promotes enrolling more students directly into college-level courses even though they would traditionally test into remedial courses. The organization also heavily promotes better aligning remedial courses with college-level courses, and using diverse measures of student academic standing for remedial placement.

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and the college-level math requirements for their degree). On four-year college campuses, 74% of students in remedial courses complete the course, and 37% complete remediation and an associated college-level course in that subject within two years. The same report projects that 9.5% of two-year college students starting in remediation will graduate within three years, and 35.1% of four-year college students starting in remedial courses will graduate within six years.

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drop-out, and grade point average. Many researchers claim that very little research has been conducted to investigate the effectiveness of remedial or developmental education and that research concerning the effectiveness of remedial education programs has been sporadic, underfunded, and inconclusive and has serious methodological flaws. Recently, efforts have been made to use more rigorous research designs (e.g.

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students. North Carolina colleges can now incorporate high school grades into their course placement decisions. Additionally, starting in 2014, all colleges deliver remedial reading and English in three shorter, eight-week modules for some students while allowing higher-level remedial students to enroll in college-level English courses with required supplementary English instruction.

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bypassing remedial coursework and enrolling in college-level courses with additional tutoring. In contrast, students with larger skill deficiencies may require substantial math and English instruction before they can succeed academically. Researchers continue to investigate and make recommendations for effective remedial education models.

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training courses. Of these 102 were also experienced in special education teaching. As well 28 of the 375 remaining designated teachers were experienced special education teachers. AREA shared a concern that teachers undertaking SART duties were not qualified in special education, but their proposals to the course committee were rejected.

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To be able to compare and assess various preparatory courses in Europe, a European framework of transitional courses is necessary. By developing European Framework for Transitional Preparatory Courses (EFTPC), teachers around Europe can see how their design of their courses fit with the framework. In

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Complete College America, a national non-profit working on remedial education reform, reports that among remedial students at two-year colleges 62% complete their remedial course and 23% complete associated college-level courses in that subject within two years (for example, complete math remediation

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Placement test scores are not especially good predictors of course grades in developmental education classes. More importantly, the tests do not have much explanatory power across a range of measures of performance including college GPA, credit accumulation, and success in gatekeeper English and math

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of Nova Scotia defines academic upgrading as "programs offered to adult learners who require the academic pre-requisites needed for entry into many occupational programs." The Alberta Ministry of Enterprise and Advanced Education advises that academic upgrading can be pursued through a post-secondary

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Despite the claim that a number of rigorous studies using a regression discontinuity design have found underprepared students who score near placement test cut off scores and enroll in remedial education perform no better than similarly scoring students who place directly into college level courses,

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institutes have started to offer remedial education programmes as well. One reason why European universities are starting to develop remedial courses is the different situation in the two continents. In the United States, a common assumption is that remediation attracts underprepared students of low

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are often used synonymously. They were both designed to teach college- and university-level coursework that is designed to make up for knowledge and ability gaps for students considered unprepared for college-level work. At California-based two-year institutions, such as community colleges, students

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In December 2012, the Dana Center at the University of Texas, Complete College America, Education Commission of the States, and Jobs for the Future released "Core Principles for Transforming Remedial Education: A Joint Statement" with seven key principles for strengthening community college remedial

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Similarly, a nationwide study of two year college students participating in remedial education found 46% of students referred to remedial reading and 33% of students in math remediation completed their remedial sequence. A substantial portion of these non-completing students – 29% in math and 16% in

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Depending on their skill level upon entering college, students can spend one or more semesters working to fulfill remedial requirements before advancing to college-level courses required for their degree. An example of a full sequence of math remedial courses for low-skill students might include: 1)

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in Victorian Primary Schools during the period 1979–1982 constituted the most significant innovation in the provision of special education services to children experiencing learning difficulties and in addressing declining literacy and numeracy standards. Up until the political directive to initiate

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The variety of student demographics and their respective level of preparedness also play a role in the success of developmental education. A study done at the Community College Research Center at Columbia University found that students who were placed in developmental courses after scoring close to

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has found that accelerating a student's remedial English requirements resulted in a higher likelihood of students completing their remedial sequences, a higher likelihood of enrolling in college-level English courses and a higher likelihood of students receiving a 'C' or better in the college-level

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Accelerating the pace at which students progress through remedial courses is a reform now regularly highlighted in academic research and advocacy as effective for increasing student success. Often, remedial courses do not count toward a student's graduation requirements and taking many semesters of

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In 2011, a nonprofit did a review of studies on remedial education delivery and found that "programs that show the greatest benefits with relatively rigorous documentation either mainstream developmental students into college-level courses with additional supports, provide modularized or compressed

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From the beginning of the 1982 school year, schools with an enrolment of between 150 and 300 pupils designated and appointed a SART to carry out the role on a half-time basis. This resulted in and additional 302 primary schools in Victoria having a school-based resource teacher, bringing the total

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One way of measuring the effectiveness of a developmental/remedial program is to investigate whether the enrolled students actually complete the remedial courses successfully. Several research studies have found that underprepared students who completed remedial coursework achieve greater academic

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Using GPA with standardized test scores may also improve the accuracy of remedial placement and limit the likelihood of placing students into additional remedial courses they may not need. North Carolina implemented a statewide policy that allows two-year colleges to use both placement test scores

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From the early 1960s, the Education Department of Victoria (Australia), had developed an extensive range of programs in primary schools that sought to develop the individual ability of each pupil. Also, the ratio of pupils to teachers in schools had been significantly reduced over time and schools

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of online remedial courses, the tutor's roles in designing and organizing the learning experience, providing technical advice and support, encouraging and facilitating discussion, encouraging participation, using a variety of forms of instruction, and resolving communication problems are crucial.

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From developmental education sprang the Accelerated Learning Program (ALP), which is a formal course of study. This program was initially started in part by Peter Adams at the Community College of Baltimore County. This program places a student who has been declared to need further progression in

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The methods for delivering remedial education and whether to deliver remedial education are active debates in the U.S. As Bahr (Bahr 2008a, pp. 420–421) explains, "On one hand, it fills an important niche in U.S. higher education by providing opportunities to rectify disparities generated in

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component for the SARTs designated by their schools for the new role. A survey of the qualifications and experience of the 575 designated SARTs was undertaken to assess their training requirements. The responses indicated that 200 of the designated teachers had already completed special education

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There is an active debate on how remedial courses should be delivered to students. Students who are placed into remedial courses have differing skill levels and needs for support. There is an active debate on whether students that are on the upper end of the skill spectrum may be most successful

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As a result, a reorganised multi-disciplinary service was created on a "one-stop" referral basis through 50 statewide Special Assistance Resource Centres allocated one to each Primary Education Inspectoral District throughout Victoria. The professional disciplines offered at each centre included

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Over the last several years, a large amount of philanthropic and research attention has been directed at remedial education programs. Often, focus on remedial education is directed at 1) increasing the successful completion of remedial sequences 2) increasing the overall number of students with

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to 877 schools. It was not planned to designate a SART at schools with less than 150 pupils. At such schools it was planned that the Principal or an appointed staff member would access services from the Special Assistance Resource Centres for children at these schools in need of such services.

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The question that rises is whether successful completion of a remedial course guarantees students' success in college. The literature provides limited evidence for the effectiveness of remedial courses on outcomes such as persistence to graduation, quality of performance in subsequent courses,

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A national non-profit organization, Complete College America (CCA), was established in 2009 and looks at paths to improving higher education outcomes for all students. The organization has provided large amounts of national data on the proportion of students enrolled in remedial courses across

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Some colleges have explored the possibility of providing remedial education courses online for students; however, evidence indicates that completion of online remedial courses is lower across almost every group of students compared to in-person remedial instruction. There is also evidence that

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The core element of this substantial change in the delivery of special educational services to children was the new role of the school-based Special Assistance Resource Teacher (SART) which was the focus of this world-first breakthrough in class room integration of pupils experiencing learning

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This may in part be due to the "leakage" that often occurs from the beginning of a developmental program to its end. Research from the Community College Research Center indicates that even students who successfully complete a developmental class often drop out of school before entering credit

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In 2012, North Carolina underwent a wide-scale redesign of their remedial education programs. Branded as 'Success NC', the program's Developmental Education Initiative takes steps to redesign math and reading curricula, move students through remedial courses faster and better assess and place

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The Report of the Victorian Ministerial Committee on Special Assistance Programs (1980), in one of its major recommendations, identified the need to reorganise and integrate the range of specialist professional services available (external to the school) into a single co-ordinated service. To

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established a Ministerial Committee on Special Assistance Programs. The committee consisted of people drawn from school staffs, special education facilities, teacher training institutions and the Education Department administration. The committee's report was the basis upon which the Special

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Rienties, B., Tempelaar, D. T., Dijkstra, J., Rehm, M., & Gijselaers, W. H. (2008). Longitudinal study of online remedial education effects. In N. P. Barsky, M. Clements, J. Ravn & K. Smith (Eds.), Advances in Business Education and Training 1: The Power of Technology for Learning

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In 2009 the Bill and Melinda Gates Foundation appropriated $ 16.5 million to 15 colleges in five states to promote promising interventions in the remedial education. Fueled by the broader goal of increasing the number of college graduates nationwide, the Gates Foundation promoted remedial

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pre-collegiate math, 2) basic algebra, and 3) intermediate algebra. There are many questions about how this structure both benefits students by increasing their preparation and harms students by increasing the courses required and time needed to complete college. Thomas Bailey from the

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the college-level cutoffs appear to have experienced far more negative or no consequences. In contrast, students who fell just short of the upper- and lower-level developmental course cutoffs and were enrolled in the lower course experienced a higher percentage of beneficial results.

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Educators and researchers also question whether many of the students directed into remediation ultimately need the course work, and some studies have found that the current method of using placement tests to assign students to remedial courses may be related to overplacement.

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issued a 2012 report on remedial placement showing that 40% of recent high school students enrolled in remedial courses at both two-year and four-year colleges. 66% of students enrolled in a two-year college and 24% of students at a four-year institution needed remediation.

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The likelihood of remedial placement varies among states because of high school preparation, student demographics and state policies for assessing and placing students in remedial courses. Previous proportions of recent high school graduates enrolling in remedial courses at

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A recent development in collaborative working and learning is the use of synchronous tools like web-videoconferences whereby learners meet online at a fixed time (synchronous) in an online classroom. While web-videoconferencing is not a new phenomenon, tools like

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and four-year university campuses. The bulk of remedial courses focus on advancing underprepared students' literacy skills (English and reading) or math skills. However, remedial courses can also be offered for other subjects such as science or study skills.

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educational psychology, social work, speech therapy and special education. The availability of these services to primary schools was accessed and co-ordinated by the designated SART within each school and in schools with less than 150 pupils by the principal.

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Estimates on the portion of students in higher education taking remedial courses vary. At two-year colleges the percentage reported of students taking at least one remedial course varies from 41% to as high as 60%. Students from low-income households,

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success than underprepared students who did not complete remedial coursework or students who started college academically prepared. Such findings support McCabe's statement that successfully-remediated students perform well in standard college work.

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The Development of the Role of Special Assistance Resource Teacher in Primary Schools: the Utilisation of a Needs Assessment Technique to Identify and Assess the Requirements of Personnel in the Implementation of the Special Assistance Program in

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Perry, M., Bahr, P. R., Rosin, M., & Woodward, K. M. (2010). Course-Taking Patterns, Policies, and Practices in Developmental Education in the California Community Colleges. A Report to the California Community Colleges Chancellor's Office.

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enrolled in developmental education courses account for 40% of their undergraduates. At California-based four-year institutions, such as CSUs and UCs, every four out of ten students enroll in a minimum of one developmental education course.

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students are more likely to enroll in remedial courses. National estimates show that among two-year college students, students age 17–19 are most likely to enroll in remedial courses followed by students age 20–24 and then students age 25+.

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Moss, B. G., Yeaton, W. H., & Lloyd, J. E. (2014). Evaluating the Effectiveness of Developmental Mathematics by Embedding a Randomized Experiment Within a Regression Discontinuity Design. Educational Evaluation and Policy Analysis, 36,

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which helps students to provide knowledge and skills necessary to succeed in university. This way, foreign students can study in their home country, which reduces their costs while at the same time offering flexibility to develop their

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Early in 1981, work began on planning for the reorganisation all the relevant special education services provided by the Education Department into a single co-ordinated service delivery system under the Special Assistance Program.

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In spite of this, there existed large numbers of children in Victorian primary and secondary schools urgently in need of special assistance in the essential skills of literacy and numeracy. This situation was reflected in the

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Other research suggests that "bridge" programs that integrate basic skills and remedial education with higher-level content or technical training can produce substantially better results than traditional remedial programs.

279:, remedial education can be designed for any students, with or without special needs; the defining trait is simply that they have reached a point of lack of preparedness, regardless of why. For example, even people of high 630:

For example, those with the greatest need for developmental math may be expected to enroll in and pass pre-collegiate math or arithmetic, basic algebra, and intermediate algebra, in order to prepare them for college-level

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in their schools. The Education Department's Special Services Division and the Primary Division monitored the progress of the implementation and produced a number of evaluative reports that were presented to the Minister.

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As a result, from the beginning of the 1981 school year SARTs were designated by their schools and appointed to the 575 primary schools with enrolments of greater than 300 pupils. They were mandated to establish the

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Moss, B.G. & Yeaton, WH. (2006) "Shaping Policies Related to Developmental Education: An Evaluation Using the Regression-Discontinuity Design," Educational Evaluation and Policy Analysis, 28 (3), 215–229.

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Strategies that accelerate students through remedial coursework and on to college-level (also called gatekeeper) courses are widely promoted as one path to increasing the success of under-prepared students.

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Moss, B. G., Kelcey, B., & Showers, N. (2014). Does Classroom Composition Matter? College Classrooms as Moderators of Developmental Education Effectiveness. Community College Review, 42(3), 201–220.

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Hagedorn, L. S., Siadat, M. V., Fogel, S. F., Nora, A., and Pascarella, E. T. (1999). Success in college mathematics: Comparisons between remedial and nonremedial first-year college students.

791:) to evaluate remedial effectiveness and suggest that post-remediation classroom composition (e.g., concentrated underpreparedness) moderates developmental education effectiveness efforts. 2740:

Moss, B. G.; Yeaton, W. H.; Lloyd, J.E. (2014). "Evaluating the Effectiveness of Developmental Mathematics by Embedding a Randomized Experiment Within a Regression Discontinuity Design".

750:. Inadequate academic preparation is no longer a barrier to college access. In contrast, in Europe, a large part of the transitional problems are caused by differences among national 5559: 4537: 5787: 3099:

Moss, B. G. & Yeaton, W. H. (2013). Evaluating Effects of Developmental Education for College Students Using a Regression Discontinuity Design. Evaluation review, 37, 370–404.

5732: 4926: 4580: 540:. The proportion of students enrolling in remedial courses on public, four-year college campuses is generally lower, ranging from 35% in South Dakota to 5% in Washington state. 2730:

Jaggars, S.S, Edgecombe, N., Stacey, G.W. (2014). What We know about Developmental Education Outcomes. Community College Research Center, Teachers College, Columbia University.

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Rienties, B., Tempelaar, D., Waterval, D., Rehm, M., & Gijselaers, W. H.(2006). Remedial online teaching on a summer course. Industry and Higher Education, 20(5), 327–336.

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courses to allow remedial students to more quickly complete their developmental work, or offer contextualized remedial education within occupational and vocational programs."

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In late May 1979, within a month of being reelected, the Hamer Liberal Government announced Victoria's first major review of its educational policies for more than 50 years.

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Whether placement tests are the most effective method of placing students is an open debate across the US. Some colleges and states are experimenting with using high school

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Illich, P. A., Hagan, C., & McCallister, L. (2004). Performance in college-level courses among students concurrently enrolled in remedial courses: Policy implications.

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implement this recommendation, Lacy established a working party within the Victorian Education Department to examine and report on the means to achieve this objective.

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students enrolling in online remedial education are less likely than their in-person counterparts to continue on to college-level coursework in the same subject.

5326: 5258: 4880: 420:, the process whereby mature students take secondary school courses so that they can qualify to take post-secondary education is called academic upgrading. The 5514: 4563: 4554: 4545: 2133:

Bailey, Thomas; Dong Wook Jeong; Sung-Woo Cho (Spring 2010). "Referral, enrollment and completion in developmental education sequences in community colleges".

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Perin, D. (2004). Remediation beyond developmental education: The use of learning assistance centers to increase academic preparedness in community colleges.

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Hamre, Bridget K.; Pianta, Robert C. (March 2001). "Early Teacher-Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade".

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Brants, L., & Struyven, K. (2009). Literature Review on Online Remedial Education: A European Perspective. Industry and Higher Education, 23(4), 269–275.

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Moss, B. G.; Kelcey, B.; Showers, N. (2014). "Does Classroom Composition Matter? College Classrooms as Moderators of Developmental Education Effectiveness".

4541: 2307: 1312:"The Special Assistance Program : a speech / by the Honourable Norman Lacy, Assistant Minister of... - Catalogue | National Library of Australia" 709:– from the Gates Foundation and Lumina Foundation investments are available through the Development Education Initiative through Achieving the Dream. 4281: 1018: 473:(GED) certificate – multiple semesters of remedial coursework may be available to and required of students who enter with low placement test scores. 1193: 2810:

Rienties, Bart; Tempelaar, Dirk; Waterval, Dominique; Rehm, Martin; Gijselaers, Wim (October 2006). "Remedial Online Teaching on a Summer Course".

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Rienties, Bart; Tempelaar, Dirk; Dijkstra, Joost; Rehm, Martin; Gijselaers, Wim (2008), "Longitudinal Study of Online Remedial Education Effects",

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Burley, H., Butner, B., & Cejda, B. (2001). Dropout and stopout patterns among developmental education students in Texas community colleges.

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Perin, D., Keselman, A., & Monopoli, M. (2003). The academic writing of community college remedial students: Text and learner variables.

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McCabe, R. 2000. No One to Waste: A Report to Public Decision-makers and Community College Leaders. Washington, DC: Community College Press.

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The process for the establishment of the Special Assistance Program in Victorian Primary Schools was outlined in a speech Lacy delivered to

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Crews, D. M., & Aragon, S. R. (2004). Influence of a community college developmental education writing course on academic performance.

2368: 330: 5987: 2742: 1953: 876: 329:'s House of Representatives Select Committee on Specific Learning Difficulties in 1976. The committee had commissioned research by the 4426: 2864: 1675: 5772: 5589: 4266: 2966:

Bahr, P. R. (2008b). Cooling Out in the community college: What is the effect of academic advising on students' chances of success?

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difficulties. The role incorporated all the elements of the service previously performed by external consultants visiting schools.

333:(ACER) that found that 15% to 20% of children completing their primary education had not achieved a functional level of literacy. 268:) is assigned to assist students in order to achieve expected competencies in core academic skills such as literacy and numeracy. 5519: 4870: 2078:"Student Success Challenges n Three Areas: Developmental Education, Online Learning, and the Structure of the Student Experience" 1724: 828:

Kozeracki (2002) distinguishes seven commonly cited elements that are associated with student success in developmental programs:

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Worley, J. (2003). Developmental reading instruction, academic attainment and performance among underprepared college students.

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Waycaster, P. (2001). Factors impacting success in community college developmental mathematics courses and subsequent courses.

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interventions that proved successful, particularly low-income students and students of color, through the Lumina Foundation's

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and the California Completion Project. These programs merge (in different ways) developmental classes with credit classes.

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While remedial programmes are common in the United States, they are less common in Europe. Nevertheless, several European

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Bahr, P. R. (2007). Double jeopardy: Testing the effects of multiple basic skill deficiencies on successful remediation.

1433: 353: 83: 38: 3189:. Developmental Education resources for researchers, practitioners, policymakers, administrators, students and citizens. 3086:

Merisotis, J. P., & Phipps, R. A. (2000). Remedial education in colleges and universities: What's really going on?.

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directing Principals of Primary Schools to develop special programs for pupils at risk of illiteracy and innumeracy.

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college degrees and certificates in the US and 3) decreasing the cost of remedial education to colleges and states.

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Bettinger, E., & Long, B. T. (2005). Remediation at the community college: Student participation and outcomes.

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addition, potential improvements are identified and can be extended with the insights from the field. By using the

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among students or between students and the instructor, or caused by the use of monotonous instructional methods

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Kozeracki, C. A. (2002). ERIC review: Issues in developmental education. Community College Review, 29, 83–101.

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Bahr, P. R. (2008a). Does mathematics remediation work?: A comparative analysis of academic attainment among

1316: 754:, which are determined on a national level. Therefore, these students are hindered in effectively starting a 520: 3062:

Levin, H. M., and Calcagno, J. C. (2008). Remediation in the community college: An evaluator's perspective.

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Particularly at community colleges – which are open enrollment to any student with a high school degree or

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remedial education can lengthen a student's path to graduation and take up much needed financial aid. The

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Memorandum to Heads of Schools and District Inspectors on Special Assistance Programs in Primary Schools

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Kurzet, R. (1997). Quality versus quantity in the delivery of developmental programs for ESL students.

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Parliament of Australia, Select Committee on Specific Learning Difficulties 1974–76 (14 October 1976)

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A well-designed online course makes it easy for students to navigate and find the adequate information

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McCusker, M. (1999). ERIC review: Effective elements of developmental reading and writing programs.

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Deil-Amen, R., and Rosenbaum, J. E. (2002). The unintended consequences of stigma-free remediation.

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Oudenhoven, B. (2002). Remediation at the community college: Pressing issues, uncertain solutions.

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Giesbers, Bas; Rienties, Bart; Gijselaers, Wim H.; Segers, Mien; Tempelaar, Dirk T. (August 2009).

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The Special Assistance Program – A Ministerial Statement on New Directions in Literacy and Numeracy

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Brants, Lotte; Struyven, Katrien (August 2009). "Literature Review of Online Remedial Education".

2542:"Remedial Coursetaking at U.S. Public 2- and 4-Year Institutions: Scope, Experience, and Outcomes" 5549: 5539: 5394: 5195: 5155: 5135: 5115: 5018: 4850: 4825: 4740: 4720: 4670: 4640: 4630: 4516: 4436: 4401: 4386: 4371: 4326: 4261: 4131: 3771: 3505: 3390: 3237: 1699: 1112: 190: 76: 44: 2941:

Attewell, P., Lavin, D., Domina, T., and Levey, T. (2006). New evidence on college remediation.

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Weissman, J., Silk, E., and Bulakowski, C. (1997). Assessing developmental education policies.

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Saxon, D. P., & Boylan, H. R. (2001). The cost of remedial education in higher education.

2525:"Giving Hope to the American Dream: Implementing a Corequisite Model of Developmental Writing" 2346: 1650:"Predicting Success in College: The Importance of Placement Tests and High School Transcripts" 574:

Placing students in college-level courses with mandated tutoring or supplementary instruction;

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placement test scores to determine student course referral. A study of placement tests by the

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Remedial education at degree-granting postsecondary institutions in Fall 2000 (NCES 2004-010)

996: 980: 326: 5296: 186: 5866: 5841: 5821: 5782: 5686: 5509: 5439: 5419: 5235: 5185: 5145: 5098: 5093: 5083: 5068: 5063: 5058: 5043: 5028: 5023: 5013: 5008: 5003: 4998: 4855: 4770: 4750: 4635: 4625: 4476: 4446: 4431: 4416: 4406: 4396: 4361: 4356: 4306: 4251: 4226: 4114: 4104: 3831: 3643: 3615: 3605: 3565: 3435: 3430: 3410: 3370: 3290: 755: 747: 3854: 1753: 8: 5882: 5846: 5826: 5757: 5681: 5454: 5444: 5389: 5384: 5321: 5263: 5230: 5220: 5200: 5190: 5175: 5170: 5150: 5120: 5088: 5073: 5048: 4984: 4910: 4900: 4835: 4800: 4735: 4715: 4705: 4665: 4650: 4645: 4486: 4481: 4421: 4376: 4336: 4231: 4212: 3926: 3838: 3791: 3741: 3689: 3684: 3663: 3585: 3495: 3475: 3465: 3355: 2029: 1013: 751: 564:

Currently, remedial education courses are delivered many ways across the United States:

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Higbee, Jeanne L. (Spring 1993). "Developmental Versus Remedial: More than Semantics".

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had become much more independent in the development of school-based remedial programs.

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Cohort models that group a class of students together in a series of remedial courses;

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Perin, Dolores (2013). "Literacy Skills Among Academically Underprepared Students".

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several studies have demonstrated developmental education programs provide benefit.

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Many students are placed into remedial courses through placement tests such as the

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Anticipating the new direction, in July 1979, the Assistant Minister of Education,

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A poorly designed course interface makes students feel lost in seeking information

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No One to Waste: A Report to Public Decision-makers and Community College Leaders

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The social and emotional development of the students is taken into consideration

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Mazzeo, C. (2002). Stakes for students: Agenda-setting and remedial education.

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Winner, Ellen (October 1997). "Exceptionally High Intelligence and Schooling".

839:

Clearly specified goals and objectives are established for courses and programs

537: 288: 3859: 1393:

Addressing Declining Literacy and Numeracy Skills in Victorian Primary Schools

1354:

Lacy, The Hon. Norman MP, Minister of Educational Services, (9 September 1981)

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Lacy, The Hon. Norman MP, Assistant Minister of Education (15 December 1980),

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Lacy, The Hon. Norman MP, Minister of Educational Services (9 September 1981)

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Self-guided computer-based courses that adapt to student skill deficiencies;

3954: 3884: 3746: 2541: 1172: 280: 3879: 2369:"1 Core Principles for Transforming Remedial Education: A Joint Statement" 4969: 3736: 3186: 3048:

Kozeracki, C. A. (2002). ERIC review: Issues in developmental education.

2975: 1980:"Unlocking the Gate What We Know About Improving Developmental Education" 1952:

Jimenez, Laura; Morales, Jessica; Thompson, Maggie (September 28, 2016).

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can be under-prepared if their education was disrupted, for example, by

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A History of Learning Difficulties Australia: part three – the Journal

3947: 3510: 3253: 1367:, Reprinted in Australian Journal of Remedial Education, 12 (4), 2–3. 881: 705:. A host of findings, recommendations and best practices – including 533: 445:

In the U.S., postsecondary remediation is delivered on both two-year

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Online remedial education is defined as an instruction method using

65: 3385: 2558: 988: 914: 889: 544: 16:

Assistance in order to achieve competencies in core academic skills

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allow learners to efficiently communicate using free or low cost

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This has led to Acceleration in Developmental Education with the

583:

Courses that integrate remedial content with occupational skills;

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European Framework of Transitional Preparatory/Remedial Teaching

762:. Remedial or developmental courses can help to bridge the gap. 580:

Intensive, compressed courses that accelerate student readiness;

3211: 2160: 1676:"Middle-Class Families Increasingly Look to Community Colleges" 1621: 885: 417: 3034:

Hoyt, J. E. (1999). Remedial education and student attrition.

3117:. Washington, D.C.: National Center for Education Statistics. 2809: 2597: 2325:"Achieving the Dream Results and College Promising Practices" 972: 856: 3222: 957:

In order to provide a positive experience and to ensure the

904:

Flexible instructional pace and flexible class participation

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Modularized courses that target particularly student skills;

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this program was given, there had been no policy within the

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theory is applied in the design and delivery of the courses

772: 1044:"Which Remedial Education Models Work Best for Students?" 695: 463: 315: 292: 2390: 2388: 1791: 1754:"Higher Education: Gaps in Access and Persistence Study" 381: 3020:

Hadden, C. (2000). The ironies of mandatory placement.

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Department of Education and Early Childhood Development

1951: 1725:"State Board of Community Colleges Placement Policies" 1245:

The Special Assistance Program – Ministerial Statement

859:, and supplemental instruction components are included 589:

Online, in computer-based, traditional semester model.

394: 3200: 2582:"What We Know About Developmental Education Outcomes" 2385: 2019:"Designing Meaningful Developmental Education Reform" 917:

availability (digital libraries and online databases)

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Journal of Applied Research in the Community College

2726: 2724: 2484:"Developmental Versus Remedial: More than Semantics" 1904:"Many Students Don't Need Remediation, Studies Say" 1802:"Remediation: Higher Education's Bridge to Nowhere" 90:. 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Dordrecht: Springer. 2862: 2712: 2706: 2481: 2119: 1901: 1647: 1638: 1389: 1343: 1276:Letters to the Editor, (10 July 1980) 1097: 1070: 965: 696:Gates Foundation and Lumina Foundation 661: 316:Declining literacy and numeracy skills 5978:Educational assessment and evaluation 5800: 5607: 5355: 4982: 4603: 4602: 4210: 4199: 3901: 3264: 3226: 3108:New Directions for Community Colleges 3057:New Directions for Community Colleges 2991:New Directions for Community Colleges 2669: 2628: 2626: 2161:"Homepage – Complete College America" 1722: 1488: 818:Community College of Baltimore County 509: 382:In-service training courses for SARTs 2733: 2600:The Power of Technology for Learning 1977: 1751: 1742: 1523: 1289: 1241: 928:Delayed feedback from the instructor 910:Cost-effectiveness of online courses 666:Originally an initiative led by the 453: 360:Special Assistance Resource Teachers 354:Special Assistance Resource Teachers 349:Assistance Program was established. 161: 88:adding citations to reliable sources 59: 18: 5952: 3183:. Center for Law and Social Policy. 3181:Basic Skills and Workforce Training 2185:"Community College Research Center" 2083:. Community College Research Center 2075: 2057:. Community College Research Center 2049: 952: 643: 568:Traditional, semester-long courses; 395:Special Assistance Resource Centres 13: 3147:Journal of Developmental Education 2792:. Center for Law and Social Policy 2623: 2229:"Remedial Education Program (REP)" 1875: 823: 555: 500:Clive Belfield and Peter M. Crosta 14: 6009: 5988:History of education in Australia 3174: 2026:Community College Research Center 1857:. Complete College America, pg 19 1832:. Complete College America, pg 18 1654:Community College Research Center 849:The courses are highly structured 622:Community College Research Center 600:Community College Research Center 486:Community College Research Center 34:This article has multiple issues. 5951: 5942: 5941: 5929: 5470:Saint Vincent and the Grenadines 4964: 4955: 4954: 4512:Sahrawi Arab Democratic Republic 4282:Democratic Republic of the Congo 4176: 3210: 2147:10.1016/j.econedurev.2009.09.002 781: 752:secondary educational programmes 624:describes this in a 2010 report: 166: 64: 23: 2881: 2856: 2803: 2779: 2770: 2591: 2551: 2534: 2475: 2453: 2432: 2410: 2361: 2339: 2317: 2289: 2267: 2245: 2221: 2197: 2177: 2153: 2095: 2069: 2043: 2011: 1971: 1945: 1921: 1902:Sparks, Sarah (February 2013). 1895: 1869: 1844: 1819: 1768: 1716: 1692: 1667: 1648:Crosta, Peter (February 2012). 1614: 1589: 1564: 1540: 1517: 1482: 1453: 1426: 1417: 1414:, AREA Bulletin, 15 (3), 12–15. 1404: 1383: 1370: 1357: 1330: 1304: 1283: 789:regression discontinuity design 471:General Educational Development 298: 75:needs additional citations for 42:or discuss these issues on the 5627:Federated States of Micronesia 4922:British Indian Ocean Territory 1774: 1674:Spencer, Kyle (5 April 2018). 1423:Jenkinson, Josephine C. (2006) 1376:Jenkinson, Josephine C. (2006) 1338:The Special Assistance Program 1270: 1235: 1203: 1187: 1136: 1091: 1064: 1036: 900:Advantages and possibilities: 703:Achieving the Dream Initiative 1: 5993:Education in Victoria (state) 3252: 2978:. Developmental Education.org 2976:"Developmental Education.org" 2897:Industry and Higher Education 2812:Industry and Higher Education 2635:Industry and Higher Education 2440:"Achieving the Dream Website" 2275:"Mission, Vision, and Values" 2135:Economics of Education Review 1434:"What is Academic Upgrading?" 1317:National Library of Australia 1029: 991:. 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(2011–2012). 2935: 2909:10.5367/000000009789346185 2834:10.5367/000000006778702300 2647:10.5367/000000009789346112 2482:Higbee, Jeanne L. (1993). 2327:. Achieving the Dream, Inc 2255:. Complete College America 1807:. Complete College America 1752:Ross, Terri (2012-08-28). 1009:College-preparatory school 794: 371:Special Assistance Program 305:Special Assistance Program 5923: 5880: 5807: 5718: 5695: 5614: 5570:Saint Pierre and Miquelon 5488: 5362: 5335: 5287: 5249: 4991: 4950: 4909: 4869: 4611: 4525: 4500: 4219: 4206: 4195: 4171: 4125: 4091: 4050: 4032: 3993: 3975: 3941: 3917:Early childhood education 3910: 3897: 3847: 3677: 3624: 3446: 3299: 3271: 3260: 987:such as a simple desktop 871:Online remedial education 687:Changes in North Carolina 674:Core Principles Statement 5773:Northern Mariana Islands 5590:Turks and Caicos Islands 4671:East Timor (Timor-Leste) 4267:Central African Republic 3081:Community College Review 3064:Community College Review 3050:Community College Review 3036:Community College Review 3008:Community College Review 2756:10.3102/0162373713504988 2692:10.1177/0091552114529153 2679:Community College Review 2165:Complete College America 1576:SAT Suite of Assessments 1528:. University of Nebraska 1503:10.1177/0091552113484057 1491:Community College Review 1248:. Melbourne – via 653:Complete College America 5738:Cocos (Keeling) Islands 4932:Cocos (Keeling) Islands 2398:. NC Community Colleges 2103:"Remedial – DaynalWiki" 1779:. Pew Charitable Trusts 1363:Collins, M. K. (1980). 1157:10.1111/1467-8624.00301 718:Developmental education 713:Developmental education 532:range from over 70% in 337:Government intervention 248:developmental education 5520:British Virgin Islands 5034:Bosnia and Herzegovina 3015:Sociology of Education 633: 503: 257:compensatory education 252:basic skills education 5998:Educational practices 5721:and other territories 5460:Saint Kitts and Nevis 4427:São Tomé and Príncipe 4287:Republic of the Congo 2349:. Achieving the Dream 1700:"GED Testing Service" 1194:Newton, H. F. (1982) 1100:American Psychologist 997:asynchronous learning 995:would only allow for 981:Adobe Acrobat Connect 812:Acceleration programs 628: 492: 327:Australian Parliament 285:internal displacement 262:preparatory education 5609:Education in Oceania 4985:Education in Europe 4846:United Arab Emirates 4213:Education in Africa 3436:Instructional design 2869:www.k12academics.com 1954:"Remedial Education" 1410:Wishart, L. (1983). 748:socioeconomic status 615:Research on outcomes 441:In the United States 388:in-service education 195:create a new article 187:improve this article 177:may not represent a 99:"Remedial education" 84:improve this article 5475:Trinidad and Tobago 5370:Antigua and Barbuda 5250:States with limited 4873:limited recognition 4502:States with limited 4201:Education by region 3927:Secondary education 3839:Teaching philosophy 3742:Pedagogical pattern 3685:21st century skills 3664:Religious education 3307:Aims and objectives 2713:McCabe, R. (2000). 2304:Achieving the Dream 2279:Achieving the Dream 2030:Columbia University 1723:Morrissey, Sharon. 1014:Learning disability 966:Collaborative tools 662:Achieving the Dream 478:grade point average 5936:Schools portal 5410:Dominican Republic 4605:Education in Asia 3932:Tertiary education 3870:Learning resources 3361:Education sciences 1680:The New York Times 1524:Paramore, Tricia. 1465:Advanced Education 722:remedial education 510:Student enrollment 429:program such as a 266:academic upgrading 244:Remedial education 5965: 5964: 5919: 5918: 5915: 5914: 5887:other territories 5796: 5795: 5788:Wallis and Futuna 5696:Associated states 5603: 5602: 5492:other territories 5351: 5350: 4978: 4977: 4915:other territories 4598: 4597: 4529:other territories 4302:Equatorial Guinea 4191: 4190: 4166: 4165: 4162: 4161: 4157: 4156: 4153: 4152: 4148: 4147: 4085: 4084: 4080: 4079: 4076: 4075: 4071: 4070: 4026: 4025: 4021: 4020: 4017: 4016: 4012: 4011: 3969: 3968: 3964: 3963: 3922:Primary education 3893: 3892: 3782:Dialogic learning 3752:Teacher retention 3705:Critical thinking 3700:Class arrangement 3669:Special education 3344:Standardized test 3327:Course evaluation 2970:, 49(8), 704–732. 2963:, 49(5), 420–450. 2957:community college 2107:nordan.daynal.org 2076:Jaggars, Shanna. 2050:Jaggars, Shanna. 1278:The Age Newspaper 1145:Child Development 1106:(10): 1070–1081. 1024:Twice exceptional 977:MSN Web Messenger 668:Lumina Foundation 530:two-year colleges 454:Student placement 447:community college 435:distance learning 431:storefront school 273:special education 241: 240: 233: 223: 222: 215: 197:, as appropriate. 160: 159: 152: 134: 57: 6005: 5955: 5954: 5945: 5944: 5934: 5933: 5932: 5907: 5895:Falkland Islands 5809:Sovereign states 5798: 5797: 5778:Pitcairn Islands 5748:French Polynesia 5733:Christmas Island 5662:Papua New Guinea 5642:Marshall Islands 5615:Sovereign states 5605: 5604: 5560:Saint Barthélemy 5490:Dependencies and 5363:Sovereign states 5353: 5352: 5288:Dependencies and 4992:Sovereign states 4980: 4979: 4968: 4958: 4957: 4927:Christmas Island 4613:Sovereign states 4600: 4599: 4590: 4589:(United Kingdom) 4585:Tristan da Cunha 4581:Ascension Island 4573: 4560: 4551: 4527:Dependencies and 4220:Sovereign states 4208: 4207: 4197: 4196: 4180: 4128: 4127: 4123: 4122: 4098:Higher education 4094: 4093: 4089: 4088: 4053: 4052: 4048: 4047: 4039:Secondary school 4035: 4034: 4030: 4029: 3996: 3995: 3991: 3990: 3978: 3977: 3973: 3972: 3944: 3943: 3939: 3938: 3913: 3912: 3899: 3898: 3827:Student-centered 3812:Phenomenon-based 3802:Peer instruction 3767:Blended learning 3690:Bloom's taxonomy 3654:Gifted education 3649:Education reform 3481:Computer science 3262: 3261: 3247: 3240: 3233: 3224: 3223: 3215: 3214: 3206: 3197: 3129:Higher Education 2986: 2984: 2983: 2929: 2928: 2894: 2885: 2879: 2878: 2876: 2875: 2860: 2854: 2853: 2827: 2807: 2801: 2800: 2798: 2797: 2791: 2783: 2777: 2774: 2768: 2767: 2737: 2731: 2728: 2719: 2718: 2710: 2704: 2703: 2673: 2667: 2666: 2630: 2621: 2620: 2595: 2589: 2588: 2586: 2578: 2569: 2568: 2566: 2565: 2555: 2549: 2548: 2546: 2538: 2532: 2531: 2529: 2521: 2512: 2511: 2479: 2473: 2472: 2470: 2468: 2457: 2451: 2450: 2448: 2446: 2436: 2430: 2429: 2427: 2425: 2414: 2408: 2407: 2405: 2403: 2392: 2383: 2382: 2380: 2378: 2373: 2365: 2359: 2358: 2356: 2354: 2343: 2337: 2336: 2334: 2332: 2321: 2315: 2314: 2312: 2306:. 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Government of 1457: 1451: 1450: 1448: 1446: 1430: 1424: 1421: 1415: 1408: 1402: 1401: 1387: 1381: 1374: 1368: 1361: 1355: 1352: 1341: 1334: 1328: 1327: 1325: 1324: 1308: 1302: 1301: 1287: 1281: 1274: 1268: 1267: 1261: 1253: 1239: 1233: 1226: 1213: 1207: 1201: 1191: 1185: 1184: 1140: 1134: 1133: 1115: 1095: 1089: 1088: 1068: 1062: 1061: 1059: 1057: 1040: 953:Role of teachers 760:master programme 743:higher education 644:National efforts 517:African American 501: 236: 229: 218: 211: 207: 204: 198: 170: 169: 162: 155: 148: 144: 141: 135: 133: 92: 68: 60: 49: 27: 26: 19: 6013: 6012: 6008: 6007: 6006: 6004: 6003: 6002: 5968: 5967: 5966: 5961: 5930: 5928: 5911: 5905: 5888: 5886: 5876: 5803: 5792: 5720: 5714: 5697: 5691: 5672:Solomon Islands 5610: 5599: 5493: 5491: 5484: 5358: 5347: 5331: 5289: 5283: 5269:Northern Cyprus 5251: 5245: 5166:North Macedonia 4987: 4974: 4946: 4914: 4905: 4886:Northern Cyprus 4872: 4865: 4607: 4594: 4593: 4588: 4571: 4558: 4549: 4530: 4528: 4521: 4505: 4503: 4496: 4215: 4202: 4187: 4186: 4167: 4158: 4149: 4141: 4134: 4112: 4100: 4081: 4072: 4064: 4059: 4041: 4022: 4013: 4005: 4000: 3984: 3965: 3957: 3950: 3906: 3889: 3843: 3762:Active learning 3757:Teaching method 3732:Learning theory 3673: 3639:Autodidacticism 3634:Adult education 3620: 3561:Performing arts 3442: 3349:Teacher quality 3339:Standards-based 3295: 3267: 3256: 3251: 3221: 3209: 3201: 3192: 3177: 2981: 2979: 2938: 2933: 2932: 2892: 2886: 2882: 2873: 2871: 2861: 2857: 2825:10.1.1.554.9743 2808: 2804: 2795: 2793: 2789: 2785: 2784: 2780: 2775: 2771: 2738: 2734: 2729: 2722: 2711: 2707: 2674: 2670: 2631: 2624: 2618: 2596: 2592: 2587:. January 2014. 2584: 2580: 2579: 2572: 2563: 2561: 2557: 2556: 2552: 2544: 2540: 2539: 2535: 2527: 2523: 2522: 2515: 2480: 2476: 2466: 2464: 2459: 2458: 2454: 2444: 2442: 2438: 2437: 2433: 2423: 2421: 2416: 2415: 2411: 2401: 2399: 2394: 2393: 2386: 2376: 2374: 2371: 2367: 2366: 2362: 2352: 2350: 2345: 2344: 2340: 2330: 2328: 2323: 2322: 2318: 2310: 2299: 2295: 2294: 2290: 2273: 2272: 2268: 2258: 2256: 2251: 2250: 2246: 2237: 2235: 2227: 2226: 2222: 2213: 2211: 2203: 2202: 2198: 2189: 2187: 2183: 2182: 2178: 2169: 2167: 2159: 2158: 2154: 2131: 2120: 2111: 2109: 2101: 2100: 2096: 2086: 2084: 2080: 2074: 2070: 2060: 2058: 2054: 2048: 2044: 2034: 2032: 2021: 2017: 2016: 2012: 1996: 1995: 1988: 1986: 1982: 1976: 1972: 1962: 1960: 1950: 1946: 1937: 1935: 1927: 1926: 1922: 1912: 1910: 1900: 1896: 1886: 1884: 1880: 1874: 1870: 1860: 1858: 1854: 1850: 1849: 1845: 1835: 1833: 1829: 1825: 1824: 1820: 1810: 1808: 1804: 1800: 1799: 1792: 1782: 1780: 1773: 1769: 1759: 1757: 1750: 1743: 1733: 1731: 1727: 1721: 1717: 1708: 1706: 1698: 1697: 1693: 1684: 1682: 1672: 1668: 1658: 1656: 1646: 1639: 1630: 1628: 1620: 1619: 1615: 1606: 1604: 1595: 1594: 1590: 1581: 1579: 1570: 1569: 1565: 1556: 1554: 1546: 1545: 1541: 1531: 1529: 1522: 1518: 1487: 1483: 1473: 1471: 1459: 1458: 1454: 1444: 1442: 1439:Lambton College 1432: 1431: 1427: 1422: 1418: 1409: 1405: 1388: 1384: 1375: 1371: 1362: 1358: 1353: 1344: 1335: 1331: 1322: 1320: 1310: 1309: 1305: 1288: 1284: 1275: 1271: 1255: 1254: 1240: 1236: 1227: 1216: 1208: 1204: 1192: 1188: 1141: 1137: 1096: 1092: 1069: 1065: 1055: 1053: 1042: 1041: 1037: 1032: 1005: 968: 955: 898: 873: 826: 824:Success factors 814: 797: 784: 768: 739: 715: 698: 689: 676: 664: 655: 646: 617: 558: 556:Course delivery 512: 502: 499: 456: 443: 425:institution, a 414: 397: 384: 362: 339: 318: 301: 246:(also known as 237: 226: 225: 224: 219: 208: 202: 199: 184: 171: 167: 156: 145: 139: 136: 93: 91: 81: 69: 28: 24: 17: 12: 11: 5: 6011: 6001: 6000: 5995: 5990: 5985: 5980: 5963: 5962: 5960: 5959: 5949: 5939: 5924: 5921: 5920: 5917: 5916: 5913: 5912: 5910: 5909: 5902: 5897: 5891: 5889: 5881: 5878: 5877: 5875: 5874: 5869: 5864: 5859: 5854: 5849: 5844: 5839: 5834: 5829: 5824: 5819: 5813: 5811: 5805: 5804: 5794: 5793: 5791: 5790: 5785: 5780: 5775: 5770: 5768:Norfolk Island 5765: 5760: 5755: 5750: 5745: 5740: 5735: 5730: 5728:American Samoa 5724: 5722: 5716: 5715: 5713: 5712: 5707: 5701: 5699: 5698:of New Zealand 5693: 5692: 5690: 5689: 5684: 5679: 5674: 5669: 5664: 5659: 5654: 5649: 5644: 5639: 5634: 5629: 5624: 5618: 5616: 5612: 5611: 5601: 5600: 5598: 5597: 5592: 5587: 5582: 5580:Sint Eustatius 5577: 5572: 5567: 5562: 5557: 5552: 5547: 5542: 5537: 5532: 5527: 5525:Cayman Islands 5522: 5517: 5512: 5507: 5502: 5496: 5494: 5489: 5486: 5485: 5483: 5482: 5477: 5472: 5467: 5462: 5457: 5452: 5447: 5442: 5437: 5432: 5427: 5422: 5417: 5412: 5407: 5402: 5397: 5392: 5387: 5382: 5377: 5372: 5366: 5364: 5360: 5359: 5349: 5348: 5346: 5345: 5343:European Union 5339: 5337: 5336:Other entities 5333: 5332: 5330: 5329: 5324: 5319: 5314: 5309: 5304: 5299: 5293: 5291: 5290:other entities 5285: 5284: 5282: 5281: 5276: 5271: 5266: 5261: 5255: 5253: 5247: 5246: 5244: 5243: 5241:United Kingdom 5238: 5233: 5228: 5223: 5218: 5213: 5208: 5203: 5198: 5193: 5188: 5183: 5178: 5173: 5168: 5163: 5158: 5153: 5148: 5143: 5138: 5133: 5128: 5123: 5118: 5113: 5108: 5106: 5101: 5096: 5091: 5086: 5081: 5076: 5071: 5066: 5061: 5056: 5054:Czech Republic 5051: 5046: 5041: 5036: 5031: 5026: 5021: 5016: 5011: 5006: 5001: 4995: 4993: 4989: 4988: 4976: 4975: 4973: 4972: 4962: 4951: 4948: 4947: 4945: 4944: 4939: 4934: 4929: 4924: 4918: 4916: 4907: 4906: 4904: 4903: 4898: 4893: 4888: 4883: 4877: 4875: 4867: 4866: 4864: 4863: 4858: 4853: 4848: 4843: 4838: 4833: 4828: 4823: 4818: 4813: 4808: 4803: 4798: 4793: 4788: 4783: 4778: 4773: 4768: 4763: 4758: 4753: 4748: 4743: 4738: 4733: 4728: 4723: 4718: 4713: 4708: 4703: 4698: 4693: 4688: 4683: 4678: 4673: 4668: 4663: 4658: 4653: 4648: 4643: 4638: 4633: 4628: 4623: 4617: 4615: 4609: 4608: 4596: 4595: 4592: 4591: 4574: 4561: 4552: 4538:Canary Islands 4534: 4533: 4531: 4526: 4523: 4522: 4520: 4519: 4514: 4508: 4506: 4501: 4498: 4497: 4495: 4494: 4489: 4484: 4479: 4474: 4469: 4464: 4459: 4454: 4449: 4444: 4439: 4434: 4429: 4424: 4419: 4414: 4409: 4404: 4399: 4394: 4389: 4384: 4379: 4374: 4369: 4364: 4359: 4354: 4349: 4344: 4339: 4334: 4329: 4324: 4319: 4314: 4309: 4304: 4299: 4294: 4289: 4284: 4279: 4274: 4269: 4264: 4259: 4254: 4249: 4244: 4239: 4234: 4229: 4223: 4221: 4217: 4216: 4204: 4203: 4193: 4192: 4189: 4188: 4185: 4184: 4173: 4172: 4169: 4168: 4164: 4163: 4160: 4159: 4155: 4154: 4151: 4150: 4146: 4144: 4143: 4136: 4126: 4119: 4118: 4107: 4102: 4092: 4086: 4083: 4082: 4078: 4077: 4074: 4073: 4069: 4067: 4066: 4061: 4051: 4044: 4043: 4033: 4027: 4024: 4023: 4019: 4018: 4015: 4014: 4010: 4008: 4007: 4002: 3994: 3987: 3986: 3982:Primary school 3976: 3970: 3967: 3966: 3962: 3960: 3959: 3952: 3942: 3935: 3934: 3929: 3924: 3919: 3911: 3908: 3907: 3895: 3894: 3891: 3890: 3888: 3887: 3882: 3877: 3872: 3867: 3862: 3857: 3851: 3849: 3845: 3844: 3842: 3841: 3836: 3835: 3834: 3829: 3824: 3819: 3814: 3809: 3804: 3799: 3794: 3789: 3784: 3779: 3774: 3769: 3764: 3754: 3749: 3744: 3739: 3734: 3729: 3728: 3727: 3722: 3717: 3707: 3702: 3697: 3695:Cognitive load 3692: 3687: 3681: 3679: 3675: 3674: 3672: 3671: 3666: 3661: 3656: 3651: 3646: 3641: 3636: 3630: 3628: 3622: 3621: 3619: 3618: 3613: 3608: 3603: 3598: 3593: 3588: 3583: 3578: 3573: 3568: 3563: 3558: 3553: 3548: 3543: 3538: 3533: 3528: 3523: 3518: 3513: 3508: 3503: 3498: 3493: 3488: 3483: 3478: 3473: 3468: 3463: 3458: 3452: 3450: 3444: 3443: 3441: 3440: 3439: 3438: 3428: 3423: 3418: 3413: 3408: 3403: 3398: 3393: 3388: 3383: 3378: 3373: 3368: 3366:Evidence-based 3363: 3358: 3353: 3352: 3351: 3346: 3341: 3336: 3331: 3330: 3329: 3314: 3309: 3303: 3301: 3300:By perspective 3297: 3296: 3294: 3293: 3288: 3283: 3277: 3275: 3269: 3268: 3258: 3257: 3250: 3249: 3242: 3235: 3227: 3220: 3219: 3199: 3198: 3190: 3184: 3176: 3175:External links 3173: 3172: 3171: 3170:, 10, 127–136. 3164: 3163:, 38, 187–200. 3157: 3156:, 25, 403–416. 3150: 3143: 3139: 3136: 3132: 3125: 3124:, 28, 559–582. 3118: 3111: 3104: 3100: 3097: 3094: 3091: 3084: 3077: 3074: 3067: 3066:, 35, 181–207. 3060: 3053: 3046: 3045:, 28, 435–453. 3039: 3032: 3031:, 40, 261–284. 3025: 3024:, 24, 823–838. 3018: 3017:, 75, 249–268. 3011: 3004: 3003:, 25, 767–782. 2997: 2994: 2987: 2971: 2964: 2953: 2952:, 48, 695–725. 2946: 2945:, 77, 886–924. 2937: 2934: 2931: 2930: 2903:(4): 301–309. 2880: 2855: 2818:(5): 327–336. 2802: 2778: 2769: 2750:(2): 170–185. 2732: 2720: 2705: 2686:(3): 201–220. 2668: 2641:(4): 269–275. 2622: 2616: 2590: 2570: 2550: 2533: 2513: 2474: 2452: 2431: 2409: 2384: 2360: 2338: 2316: 2313:on 2013-12-12. 2288: 2285:on 2012-01-28. 2266: 2244: 2220: 2209:Understood.org 2196: 2176: 2152: 2141:(2): 255–270. 2118: 2094: 2068: 2042: 2010: 1970: 1944: 1920: 1908:Education Week 1894: 1868: 1843: 1818: 1790: 1775:Lu, Adrienne. 1767: 1741: 1715: 1704:www.acenet.edu 1691: 1666: 1637: 1613: 1588: 1563: 1539: 1516: 1497:(2): 118–136. 1481: 1452: 1425: 1416: 1403: 1382: 1369: 1356: 1342: 1329: 1303: 1282: 1269: 1234: 1214: 1202: 1186: 1151:(2): 625–638. 1135: 1090: 1063: 1034: 1033: 1031: 1028: 1027: 1026: 1021: 1016: 1011: 1004: 1001: 967: 964: 954: 951: 950: 949: 946: 935: 932: 929: 922: 921: 918: 911: 908: 905: 897: 894: 872: 869: 864: 863: 860: 853: 850: 847: 844:adult learning 840: 837: 825: 822: 813: 810: 796: 793: 783: 780: 767: 764: 738: 735: 714: 711: 697: 694: 688: 685: 675: 672: 663: 660: 654: 651: 645: 642: 616: 613: 591: 590: 587: 584: 581: 578: 575: 572: 569: 557: 554: 538:North Carolina 511: 508: 497: 488:in 2012 found: 455: 452: 442: 439: 413: 410: 396: 393: 383: 380: 361: 358: 338: 335: 317: 314: 300: 297: 289:civil disorder 239: 238: 221: 220: 181:of the subject 179:worldwide view 174: 172: 165: 158: 157: 72: 70: 63: 58: 32: 31: 29: 22: 15: 9: 6: 4: 3: 2: 6010: 5999: 5996: 5994: 5991: 5989: 5986: 5984: 5981: 5979: 5976: 5975: 5973: 5958: 5950: 5948: 5940: 5938: 5937: 5926: 5925: 5922: 5908: 5903: 5901: 5900:French Guiana 5898: 5896: 5893: 5892: 5890: 5884: 5879: 5873: 5870: 5868: 5865: 5863: 5860: 5858: 5855: 5853: 5850: 5848: 5845: 5843: 5840: 5838: 5835: 5833: 5830: 5828: 5825: 5823: 5820: 5818: 5815: 5814: 5812: 5810: 5806: 5799: 5789: 5786: 5784: 5781: 5779: 5776: 5774: 5771: 5769: 5766: 5764: 5763:New Caledonia 5761: 5759: 5756: 5754: 5751: 5749: 5746: 5744: 5743:Easter Island 5741: 5739: 5736: 5734: 5731: 5729: 5726: 5725: 5723: 5717: 5711: 5708: 5706: 5703: 5702: 5700: 5694: 5688: 5685: 5683: 5680: 5678: 5675: 5673: 5670: 5668: 5665: 5663: 5660: 5658: 5655: 5653: 5650: 5648: 5645: 5643: 5640: 5638: 5635: 5633: 5630: 5628: 5625: 5623: 5620: 5619: 5617: 5613: 5606: 5596: 5593: 5591: 5588: 5586: 5583: 5581: 5578: 5576: 5573: 5571: 5568: 5566: 5563: 5561: 5558: 5556: 5553: 5551: 5548: 5546: 5543: 5541: 5538: 5536: 5533: 5531: 5528: 5526: 5523: 5521: 5518: 5516: 5513: 5511: 5508: 5506: 5503: 5501: 5498: 5497: 5495: 5487: 5481: 5480:United States 5478: 5476: 5473: 5471: 5468: 5466: 5463: 5461: 5458: 5456: 5453: 5451: 5448: 5446: 5443: 5441: 5438: 5436: 5433: 5431: 5428: 5426: 5423: 5421: 5418: 5416: 5413: 5411: 5408: 5406: 5403: 5401: 5398: 5396: 5393: 5391: 5388: 5386: 5383: 5381: 5378: 5376: 5373: 5371: 5368: 5367: 5365: 5361: 5354: 5344: 5341: 5340: 5338: 5334: 5328: 5325: 5323: 5320: 5318: 5315: 5313: 5310: 5308: 5305: 5303: 5302:Faroe Islands 5300: 5298: 5295: 5294: 5292: 5286: 5280: 5277: 5275: 5274:South Ossetia 5272: 5270: 5267: 5265: 5262: 5260: 5257: 5256: 5254: 5248: 5242: 5239: 5237: 5234: 5232: 5229: 5227: 5224: 5222: 5219: 5217: 5214: 5212: 5209: 5207: 5204: 5202: 5199: 5197: 5194: 5192: 5189: 5187: 5184: 5182: 5179: 5177: 5174: 5172: 5169: 5167: 5164: 5162: 5159: 5157: 5154: 5152: 5149: 5147: 5144: 5142: 5139: 5137: 5134: 5132: 5129: 5127: 5126:Liechtenstein 5124: 5122: 5119: 5117: 5114: 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