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[LANGUAGE=”English”] Background and AimsRural schools located in remote areas encounter numerous learning-related challenges because of cultural and economic disadvantages. Students in these regions are subjected to a challenging learning environment, which reduces their academic performance compared with their urban counterparts. The widening gap in academic achievement between students in remote schools and those in metropolitan areas is a key concern that requires attention from the current education system. In 2015, the United Nations introduced the 2030 Sustainable Development Goals agenda, which encompasses 17 core goals for sustainable development. The fourth goal of sustainable development focuses on quality education, emphasizing the importance of providing inclusive, equitable, and high-quality education for all students and promoting the concept of lifelong learning. This underscores the importance of ensuring parity in education (United Nations, 2015). The implementation of long-term remedial instruction programs is essential for enhancing the fundamental learning abilities of students in rural areas. However, the appraisal of these remedial instruction programs lacks deliberations on program evaluation for evaluating the effectiveness of such interventions. Moreover, the evaluation of remedial instruction programs rarely includes the perspectives of students in rural schools or considers the opinions of supported students through remedial instruction programs from an inclusive standpoint. The present study was conducted to investigate the challenges and develop an evaluation design for remedial instruction programs from an inclusive evaluation approach. Given the limited number of inclusive studies involving marginalized and vulnerable disadvantaged groups, adopting an inclusive evaluation approach to assess remedial instruction programs in rural areas holds considerable research value. This approach aims to broaden our perspective on educational problems in remote regions, potentially offering new insights. Overall, this study was conducted to investigate the challenges in implementing a remedial instruction program in a rural junior high school and develop an evaluation design for this program based on an inclusive evaluation approach.Literature ReviewThe concept of inclusive evaluation emerged during the 1996 American Evaluation Association Conference and was formally introduced by Mertens (1999). This concept draws upon principles of social change theory and advocates for the adoption of an inclusive evaluation approach, which is distinct from conventional normative models, in response to the need for fostering inclusivity for marginalized ethnic groups within society. In the present study, the perspective of inclusive evaluation was applied to investigate the outcomes of implementing remedial instruction program in a rural junior high school. The inclusive evaluation design encompasses several crucial objectives: (1) establishing fundamental principles to guide the design choices, (2) developing a theoretical framework for defining problems and identifying the indicators of successful evaluation, (3) ensuring diversity and inclusivity in the sample selection process, (4) implementing appropriate data collection strategies, and (5) addressing any problems related to power differentials. By adopting a structured design, the present study aimed to offer valuable insights into the outcomes of implementing remedial instruction programs from the perspective of rural students and their experiences.MethodsThis case study focused on the effectiveness of a remedial instruction program implemented in a remote area. Despite its implementation for several years, the program led to suboptimal outcomes. The central research question was whether remote schools actually benefit from remedial instruction programs. To address this question, we adopted an inclusive evaluation perspective for exploring the challenges encountered in the implementation of the aforementioned remedial instruction program and developing an evaluation design. A junior high school located in a remote area within Taiwan’s Changhua County was selected for this case study. Data were collected between September 2020 and February 2021 through in-depth interviews, learning-related feedback forms, and quantitative information retrieved from the project for implementation of remedial instruction-technology-based testing platform. The key stakeholders in the study included the principal of the remote school, director of the educational affairs division, section chief of the curriculum, six teachers participating in the remedial instruction program, seven students attending this program of the remote school, and parents of the students. Both qualitative and quantitative data from the stakeholders were analyzed.ResultsThrough an inclusive evaluation approach, various challenges in the implementation of the remedial instruction program were identified.Challenges of Administrative Management and Support1. Challenges in the implementation of in-class remedial instruction program, leading to difficulties in effectively identifying students requiring assistance.2. Lack of preplanned remedial strategies for students not participating in the remedial instruction program.Challenges of Curriculum, Teaching, and Assessment1. Inconsistent and unstable guidance for students from qualified teachers.2. Non-user-friendliness of the remedial instruction program platform for teachers and students.3. The requirement of personalized and differentiated instructions for curriculum planning based on the proficiency levels of individual students.4. The need for teachers to effectively integrate technology into teaching and assessment to further motivate their students.Challenges of Program Effectiveness and Guidance1. Varying progress rates across program participants, warranting a careful evaluation of the program’s effectiveness.2. The requirement of a supportive and inclusive learning environment for students to feel recognized and acknowledged.3. Understanding and empathizing with students’ backgrounds.Considering the evaluation design of the remedial instruction program from an inclusive evaluation approach, the following strategies of implementing successful program appear to be feasible.Guiding Principles for Design ChoicesFoster the active participation of program members, particularly supported students through remedial instruction program, to gain insights from different individuals into the program’s effectiveness.Defining Theoretical Framework and Evaluation Success IndicatorsRedefine the framework of remedial instruction and transform the indicators by incorporating the feelings and perspectives of supported students through remedial instruction program and comparing these perspectives with current viewpoints.Diversity and Inclusivity of the SampleThoroughly consider the diversity among students in terms of gender, family income, ethnicity, and parenting style to effectively reflect supported students’ perspectives on the remedial instruction program.Data Collection StrategyConduct various data collection strategies to gather information from administers, teachers, supported students and their parents.Addressing Power DifferentialsConsider the opinions of supported students, who typically have the least power in the program implementation, to understand their perspectives regarding the program and address power differentials.Conclusion and SuggestionsIn this study, we adopted an inclusive evaluation approach to identify the challenges in the administrative, teaching, and effectiveness aspects of the implementation of a remedial instruction program in a rural junior high school. Our study demonstrated the feasibility of adopting an inclusive evaluation approach in response to a program’s evaluation design. Based on our findings, we offer the following suggestions.Suggestions for Policymakers, School Authorities, and Teacher for the Implementation of Remedial Instruction Programs1. In the Guidelines for Student Remedial Instruction in Elementary and Junior High Schools, a section should be included in the case management part to account for individual students’ backgrounds to understand more about each student’s needs and to provide individualized instruction.2. The two major platforms for remedial instruction programs, namely, remedial instruction-technology-based testing platform and resource platforms, should be integrated.3. Teachers should be given opportunities for professional development through avenues, with a focus on inclusive pedagogy and strategies for fulfilling the needs of underprivileged students and their families.4. The learning progress of students who have not enrolled in regular program should be closely monitored and individualized remedial instruction and support plans should be established for continual progress.5. The in-class remedial programs should be used to provide personalized or differentiated instruction for rural students.Suggestions for the Implementation of Inclusive Evaluation1. The remedial instruction program should actively seek input from various stakeholders to effectively implement an inclusive evaluation approach.2. Teachers should create a classroom environment that fosters inclusive teaching.Unlike the unbalanced top-down approach used in previous program evaluations, a novel approach was adopted in this study by incorporating the perspectives of supported students in the evaluation process, thereby addressing power differentials. This approach underscores the importance of evaluating remedial instruction programs from an inclusive evaluation perspective and provides valuable guidance for educational authorities and schools in addressing learning challenges for students in rural areas.[LANGUAGE=”Chinese”] 偏遠地區學校學生長期處於文化與經濟不利等環境，與都會孩子的學習差距日益擴大，為幫助偏鄉學生提升基本學習能力，政府乃推行學習扶助方案且已實施多年。然而，過去針對學習扶助方案的評估，鮮少具體納入偏鄉學校受扶助對象學生的意

\"A comprehensive assessment system for working with underperforming students This book describes a comprehensive assessment system especially appropriate for multilingual and \"differentiated\" classrooms with large numbers of underperforming students. Drawing from Multiple Intelligences theory, the approach is specifically aimed at helping teachers understand how each student learns and how best to tailor instruction to serve individual students' needs. Although the program makes use of conventional standardized tests and disability screenings, it places special importance on two approaches in particular: Student Portfolio Assessments and Personalized Learning Profiles. Provides detailed guidance and practical tools (including a DVD) for implementing successful portfolio and \"profile\" practices in the classroom. Includes real-world examples of model assessment programs from five schools. Explains how to integrate assessment into the instructional process as well as how the portfolio program can be used. Formal profiles provide vital information about each student's cultural background, interests, strengths, and capabilities as well as their individual learning and language needs.\"-- Provided by publisher.

We examine the impact of remedial and developmental courses on college students with varying levels of academic preparedness, thus focusing on a wider range of students than previous studies. Using a regression discontinuity design, we provide causal estimates of the effects of placement in different levels of remedial courses on short-, intermediate-, and long-term outcomes at both 2- and 4-year colleges. Similar to other research, we find that remediation has negative effects for students on the margin of needing one developmental course. However, for students with lower levels of academic preparation, the effects of remediation are estimated to be positive in some subjects. These results suggest that remedial courses can help or hinder students differently depending on their incoming levels of academic preparedness. Moreover, our conclusions are largely driven by positive and negative effects observed for students at 2-year institutions, and we discuss several hypotheses that may explain these findings.

This article reports a systematic review and meta-analysis of studies that use regression discontinuity to examine the effects of placement into developmental education. Results suggest that placement into developmental education is associated with effects that are negative, statistically significant, andsubstantively large for three outcomes: (a) the probability of passing the college-level course in which remediation was needed, (b) college credits earned, and (c) attainment. Several sensitivity analyses suggest these results are not a function of particular stylized studies or the choices made in assembling the metaanalytic database. Two exploratory moderator analyses suggest that the negative effects of placement into developmental education are stronger for university students than for community college students and worse for students placed in reading or writing than in math. This work can inform debate and research on postsecondary policies and on alternative mechanisms for ensuring that college students have the skills needed to meet their goals.

Traditional mathematics remediation is based on the theory that traditional mathematics remedial courses increase students’ subsequent academic performance. However, most students assigned to these courses do not pass them and thus cannot graduate. An alternative approach, corequisite remediation, assigns students instead to college-level quantitative courses with additional academic support, often aligned to a student’s major. Here, we report the longer-term results of a randomized controlled trial comparing corequisite remediation (with statistics) and traditional algebra remediation (297 students per group). The corequisite group not only demonstrated significantly higher quantitative course pass rates but also success in many other disciplines, as well as significantly higher graduation rates. We also report the results of two quasi-experimental analyses (propensity score matching) demonstrating higher pass rates for corequisite mathematics remediation with 347 additional students in different settings. Policies requiring corequisite mathematics remediation can result in greater student success than is obtained with traditional remediation.

The purely descriptive definition of autism introduced by the DSM III in 1980 marked a departure from previous DSM editions, which mixed phenomenological descriptions with psychoanalytic theories of etiology. This provided a blank slate upon which a variety of novel theories emerged to conceptualize autism and its treatment in the following four decades. In this article we examine the contribution of these different theoretical orientations with a focus on their impact on research and practice, areas of overlap and conflict between current theories, and their relevance in the context of the evolving landscape of scientific knowledge and societal views of autism.

Educators agree on the benefits of adaptive learning, but evidence-based research remains limited as the field of adaptive learning is still evolving within higher education. In this study, we investigated the impact of an adaptive learning intervention to provide remedial instruction in biology, chemistry, math, and information literacy to firstyear students (n = 128) entering a pharmacy professional degree program. Using a mixed methods design, we examined students' learning in each of the four content areas, their experience using the adaptive system, and student characteristics as related to their choice of participating in the intervention. The findings showed the adaptive learning intervention helped address the knowledge gap for chemistry, but the same effect was not observed for the other three content areas. Math anxiety was the only student characteristic that showed a significant relationship with students' participation. While the students reported an overall positive experience, the results also revealed time factor and several design flaws that could have contributed to the lack of more student success. The findings highlight the importance of design in adaptive learning.

IntroductionTwo developing forces have achieved prominence in medical education: the advent of competency-based assessments and a growing commitment to expand access to medicine for a broader range of learners with a wider array of preparation. Remediation is intended to support all learners to achieve sufficient competence. Therefore, it is timely to provide practical guidelines for remediation in medical education that clarify best practices, practices to avoid, and areas requiring further research, in order to guide work with both individual struggling learners and development of training program policies.MethodsCollectively, we generated an initial list of Do’s, Don’ts, and Don’t Knows for remediation in medical education, which was then iteratively refined through discussions and additional evidence-gathering. The final guidelines were then graded for the strength of the evidence by consensus.ResultsWe present 26 guidelines: two groupings of Do’s (systems-level interventions and recommendations for individual learners), along with short lists of Don’ts and Don’t Knows, and our interpretation of the strength of current evidence for each guideline.ConclusionsRemediation is a high-stakes, highly complex process involving learners, faculty, systems, and societal factors. Our synthesis resulted in a list of guidelines that summarize the current state of educational theory and empirical evidence that can improve remediation processes at individual and institutional levels. Important unanswered questions remain; ongoing research can further improve remediation practices to ensure the appropriate support for learners, institutions, and society.

Background Remedial teaching is a tailored educational approach dedicated to enhancing the academic performance of students facing challenges within the curriculum. By identifying and addressing specific learning difficulties, it provides essential support and guidance to bring students closer to expected standards while preventing future setbacks. We hypothesize that underperforming medical students who receive daily, tailored remediation will demonstrate significant improvement in their formative and summative assessment scores in biochemistry. Methods A cross-sectional mixed-method study was conducted on 56 underperforming first-year medical undergraduates to assess the effect of targeted remediation on formative and summative assessments in Biochemistry. Training sessions included various remediation techniques over six months. Post-remediation feedback was collected to gather insights into students’ attitudes, perceptions, and the effectiveness of the methods in improving their understanding of the subject. Logistic regression analysis was employed to determine the most effective remediation for student performance. Benefits and weaknesses of remedial training approaches for future application as perceived by the students were derived through deductive thematic analysis of their feedback. Results The mean marks, evaluated out of a maximum of 100, showed improvement from 29.86 ± 7.71 to 71.48 ± 10.19, with statistical significance ( p  < 0.001). From the students’ perspective, the most effective remediation method was grade incentives in formative assessments (odds ratio 6.19). Five major themes were identified: perceived barriers prior to remediation, positive outcomes and behavioral changes observed after remediation, and strengths and areas for improvement in remediation. Conclusions The study concludes that identifying underperformers in the early stages of the medical curriculum and providing them with tailored remediation can enhance their performance in exams. Grade incentives in formative assessments, mind maps, quizzes, quick revisions, and assignments were beneficial remedial tools. Targeted remediation proved advantageous for students in improving their academic skills, exam preparation, time management, and attitudes towards the subject.