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Developmental education and remedial education are often used synonymously. [60] 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. [61]
Remedial and Special Education is a peer-reviewed academic journal that covers research in the field of special education. The editors-in-chief are Kathleen Lane and Karrie Shogren (University of Kansas). It was established in 1984 and is currently published by SAGE Publications in association with the Hammill Institute on Disabilities. [1]
Teachers and Teaching: Theory and Practice is a peer-reviewed academic journal that publishes research on teaching. It was established in 1995 and is published eight times per year by Taylor & Francis. The editor-in-chief is Christopher Day (University of Nottingham).
Teaching Ethics is a peer-reviewed academic journal devoted to the philosophical examination of ethical issues in all disciplines. Its mission is to foster dialogue about ethics instruction across disciplinary boundaries, with a focus on business, medicine, technology, law, and other areas of liberal education.
Journal for the Education of the Gifted; Journal of Early Intervention; Journal of Learning Disabilities; Journal of Research in Special Educational Needs; Journal of Special Education and Rehabilitation; Learning Disability Quarterly; Remedial and Special Education; Research and Practice for Persons with Severe Disabilities
The Fernald Center for Early Care and Education at UCLA is named in her honor. Fernald's Remedial Techniques in Basic School Subjects was favourably reviewed by J Bald in The Times Educational Supplement, 9.7.1982 [clarification needed]. The book contains valuable techniques for teaching grammar, arithmetic and foreign languages.
Bloom thus challenged researchers and teachers to "find methods of group instruction as effective as one-to-one tutoring". [ 1 ] : 15 Bloom's graduate students Joanne Anania and Arthur J. Burke conducted studies of the effect at different grade levels and in different schools, observing students with "great differences in cognitive achievement ...
The Institute of Education Sciences (the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education), describes the approach as follows: "Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels.