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  • All fields: 2012
(169 results)



Display: 20

    • Page 22

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    • 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...
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    • 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...
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    • 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...
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    • 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...
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    • 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...
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    • 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,...
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    • 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...
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    • 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...
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    • 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...
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    • 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...
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    • 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...
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    • 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...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 31 questions one and four were grouped together, and themed, using Buffum et al. (2012) essential principles. Table 2 Teacher Knowledge of...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 32 teacher indicated “Goals are set each trimester to determine what all students are expected to learn. Using common assessments to determine if high levels of learning are taking place.” Another...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 33 as a result of professional development: faculty book study; school-wide PLC sessions; article studies; teacher leader academy, opportunity to put into practice; guest presenter; and grade-level PLC...
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    • Apologia, Antapologia and Political Power 54 allegations and/or any wrongdoing, but when the truth finally came out, all used mortification followed by various other strategies. These were executed in similar fashion via press conferences, press...
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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 36 (2012) refers to these types of collaborative teams as the driving force of RTI implementation. For this study a teacher was marked as working on a collaborative team if they mentioned any of the...
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    • Best Spelling Practices in Classroom Instruction A Thesis submitted to Southern Utah University in partial fulfillment of the requirements for the degree of Master of Education May 2012 By Krysten Reynolds Thesis Committee: David M. Lund, Ph. D.,...
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    • Apologia, Antapologia and Political Power 59 Benoit, W. L., & Wells, W. T. (1996). Candidates in conflict: Persuasive attack and defense in the 1992 presidential debates. Tuscaloosa, AL: University of Alabama Press. Blaney, J. R., & Benoit, W. L....

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