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The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties
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In: Australian Journal of Teacher Education (2020)
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Exploring the Use of Cognitive Apprenticeship for Teachers and Students in Science Classrooms
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Is there a way for clinical teachers to assist struggling learners? A synthetic review of the literature
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In: ISSN: 1179-7258 ; Advances in Medical Education and Practice, Vol. 8 (2017) pp. 89-97 (2017)
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Abstract:
Abstract: Struggling medical trainees pose a challenge to clinical teachers, since these learners warrant closer supervision that is time-consuming and competes with time spent on patient care. Clinical teachers' perception that they are ill equipped to address learners' difficulties efficiently may lead to delays or even lack of emediation for these learners. Because of the paucity of evidence to guide best practices in remediation, the best approach to guide clinical teachers in the field remains to be established. We aimed to present a synthetic review of the empirical evidence and theory that may guide clinical teachers in their daily task of supervising struggling learners, reviewing current knowledge on the challenges and solutions that have been identified and explored. A computerized literature search was performed using Medline, Embase, Education Resources Information Center, and Education Source, after which final articles were selected based on relevance. The literature reviewed provided best evidence for clinical teachers to address learners' difficulties, which is presented in the order of the four steps inherent to the clinical approach: 1) detecting a problem based on a subjective impression, 2) gathering and documenting objective data, 3) assessing data to make a diagnosis, and 4)planning remediation. A synthesized classification of pedagogical diagnoses is also presented. This review provides an outline of practical recommendations regarding the supervision and management of struggling learners up to the remediation phase. Our findings suggest that future research and faculty development endeavors should aim to operationalize remediation strategies further in response to specific diagnoses, and to make these processes more accessible to clinical teachers in the field.
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Keyword:
Clinical supervision; Clinical teachers,pedagogical diagnosis; info:eu-repo/classification/ddc/610/370; Remediation; Struggling learners; Underperformance
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URL: https://archive-ouverte.unige.ch/unige:92569
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The effects of an inference instruction intervention on the inference generation and reading comprehension of struggling readers in grades 6 and 7
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The Impact of Computer-Based Graphic Organizers with Embedded Self-Regulated Learning Strategies on the Content Area Argumentative Writing of Typical and Struggling Writers
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Modifying Science Texts to Accommodate the Needs of Struggling Readers and English Language Learners
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In: National Youth Advocacy and Resilience Conference (2015)
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Peer group and friend influences on the social acceptability of adolescent book reading
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In: Research outputs 2014 to 2021 (2014)
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Ensuring the success of struggling learners: the role of the principal
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Academic Achievement for All: How to Reach and Teach Diverse Struggling Learners
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In: Curriculum, Foundations, & Reading Faculty Presentations (2012)
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