Skip to main content

SUU Digital Library

Add or remove other collections to your search:



Narrow your search by:



You've searched: All Collections

  • All fields: 2012*
(357 results)



Display: 20

    • Page 22

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 18 shown that the teacher variable is an important factor in student achievement. Only home related factors have a bigger influence (Kratochwill et al., 2007). NCLB (2002) requirements feature this change...
    • Page 23

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 19 Many decisions need to be made when planning professional development. One of the most important decisions involves the content and intended outcome of the professional learning opportunity. A series...
    • Page 16

    •  
    • 13 students with a deep understanding of a selection of text, improved skills in comprehension, vocabulary, listening, speaking, and critical thinking, and experience in working together to construct meaning, solve problems, and explore life...
    • Page 25

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 21 student learning outcomes. This is accomplished through on-going collaboration and professional learning focused on understanding how students learn. New practices are learned, created, and implemented...
    • Page 17

    •  
    • 14 applicability, and relevance affected student perception. The question of how to engage, present, organize, encourage, and grade discussions is common among all in-class discussion strategies. Role of the teacher. Similarly, the questions...
    • Page 26

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 22 meet and share should have priority. The school administration and school leadership team must implement these learning opportunities (Clauset & Murphy, 2012). Time for faculty to collaborate should be...
    • Page 27

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 23 Chapter 3 Methodology This research utilized a descriptive case study. The intent of the research was not to provide results that are generalizable to all educational settings, rather it is to provide...
    • Page 22

    •  
    • iGRIEVE 18 for people to express grief and condolences to the deceased. Sanderson and Cheong (2007), in a study on collective bereavement and religious discourse within the context of social media, found that “social media is facilitating...
    • Page 29

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 25 Teacher Knowledge and Implementation, Fechtelkotter (2010) Response-To-Intervention in Schools: A Survey of Current Practices and Teacher Perceptions in Two States, and guided questions provided in...
    • Page 30

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 26 directly related to RTI as presented by Buffum et al. (2012). The professional development on RTI includes a book study, action plans, reflection, an article study, mentoring, collaborating, coaching,...
    • Page 25

    •  
    • iGRIEVE 21 their study of the AIDS Quilt, noted that there is often a conflict between the official commemorations and the vernacular. The vernacular (language of the domestic people) is often seen as counter-memory to the official (political)...
    • Page 26

    •  
    • iGRIEVE 22 archives, such as a museum or gallery exhibit, in that a person or small group of people mediates them, making them examples of one-way communication. As stated previously, any discussion of collective memory needs to address the...
    • Page 33

    •  
    • 27 to an hour or less. To form a baseline of information concerning teachers’ overall understanding of the RTI framework, the researcher began with interview questions created by Terry Ann Paradis (2011) from her dissertation. The questions were...
    • Page 32

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 28 Chapter 4 Results The purpose of the study was to examine the perceptions of general education teachers on the school-wide implementation of RTI. The study provided the researcher with usable data to...
    • Page 27

    •  
    • iGRIEVE 23 Collective memory in social networking sites (SNS) is an active process and becomes dynamic as images posted by others might become a seed of memory, especially if there was a connection to the event. The advantage of the SNS is that...
    • Page 34

    •  
    • 28 out of respect for the educator’s time as well as to be sure to observe the class for the entire time allotted. An observational protocol (Creswell, 2012) was developed to focus on particular aspects of instruction and classroom dynamics. This...
    • Page 33

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 29 The open-response questions are reported in themes that emerged as described by the teachers surveyed. Teacher Knowledge of RTI Several statements from the survey (See Appendix A) addressed the...
    • Page 35

    •  
    • 29 during the interview. All participants were given a timeframe of the completion of the study and had the opportunity to view the final results of the study. The interviews began in early January 2012, when all Institutional Review Board...
    • Page 34

    •  
    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 30 Table 1 Table 2 is used to organize teacher responses to the open-response questions in the survey that gave insight to teacher knowledge of RTI, as a result of professional development. Open-response...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
 

Layout options:

Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK