@article {827,
	title = {An Assessment of the Effectiveness of the Remedial Teaching Education Policy},
	journal = {Knowledge},
	volume = {3},
	year = {2023},
	month = {jul},
	pages = {349{\textendash}363},
	abstract = {<p>The remedial teaching policy is a flagship education policy of the Greek Ministry of Education that aims to create a school of equal opportunities by providing additional support to students from disadvantaged social backgrounds. In this work we utilised a data set provided by the Ministry of Education, followed a black box approach and built on previous results in order to achieve the first ever evaluation, based on data, of the remedial teaching policy. Our findings indicate that remedial teaching is very effective in supporting very weak students, helping 70\% of them achieve better academic performance and one out of three of them to sustain this enhanced academic performance in the future, long after they have stopped receiving remedial teaching. On the other hand, and contrary to what is widely believed, our results show that remedial teaching has the opposite impact to what it was designed for, as it is primarily the privileged students that receive the benefits. Consequently, in the way it is currently implemented, remedial teaching widens the gap between privileged and disadvantaged students rather than reduces it. The implications of the work are wide and far reaching, including the establishment of the need to revisit the way remedial teaching is implemented, the highlighting of the value in the data gathered by the Ministry of Education and the proof that individual educational policies can be objectively assessed despite being part of a complex system in which multiple education policies are implemented concurrently.</p>
},
	keywords = {black box evaluation, data driven evaluation, education policy, remedial teaching},
	doi = {https://doi.org/10.3390/knowledge3030024},
	url = {https://doi.org/10.3390/knowledge3030024},
	author = {Ilias Papadogiannis and Manolis Wallace and Vassilis Poulopoulos and Costas Vassilakis and Georgios Lepouras and Nikos Platis}
}
@conference {Theodoropoulos_2019_atmf,
	title = {ATMF: A student-centered framework for the effective implementation of alternative teaching methods for CSEd},
	booktitle = {Proceedings of the Innovative Teaching of Introductory Topics in Information Technology - 3(IT) Workshop in the context of the 19th IFIP Conference on e-Business, e-Services and e-Society (I3E 2019)},
	year = {2019},
	month = {01/2020},
	abstract = {<p>The dynamic development of Informatics introduces new educational and pedagogical challenges, including the instructional design of teaching and learning. How can we teach our students better in such a growing and demanding field? Moreover, how can we motivate them and together have better learning results? This paper aims to give answers to these questions, through a student-centered framework for effectively encompassing alternative teaching methods within CS. The proposed framework (ATMF) summarizes the benefits of alternative teaching methods in contrast with known is-sues of traditional teaching. In addition, ATMF is built upon empirical evidence and concludes that alternative practices, if used under the right conditions, can provide increased motivation for learning and better learning out-comes.</p>
},
	keywords = {Alternative Teaching Methods, Computer Science Education, Teaching Framework},
	doi = {10.1007/978-3-030-39634-3_11},
	author = {Anastasios Theodoropoulos and Costas Vassilakis and Angela Antoniou and Manolis Wallace and Giorgos Lepouras}
}
