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The Development of Remedial Instruction Model and Supporting Mechanism for Junior-High Low Achievers
Empirical results have proved that the best way to improve the learning performance and core abilities of low achievers depends on the interplay of effective remedial material and instructions which provide appropriate learning opportunities to facilitate students’ cognitive development. Furthermore, an effective supporting system at school administrative level is required for promoting the teacher professional development in remedial instruction and implementing pedagogical programs. Confronting the challenges of remedial issues in Taiwan, this joint project aims at developing instruction models for low achievers, and evaluating intervention effects by analyzing the learning performance before and after the program implementation. In addition, researchers will construct and promote an on-line teaching supporting system to increase teachers’ professional growth in remedial instruction. This joint project includes three sub-projects executed by the researchers from various education fields. Our cross-disciplinary team will conduct investigations and have reflective dialogues on teaching, learning and professional learning community to help teachers be more sensitive about and understanding of the enactment of the remedial instruction programs. By clarifying learning barriers of the low achievers and constructing effective remedial teaching strategies for Junior-High low achievers as well as administrative supporting system for teachers, researchers attempt to provide evidence-based policy recommendation drawn from the analytical results of this three-year longitudinal collaborative experimentation.
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