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  • All fields: Performing
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Display: 20

    • Page 116

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    • 109 Gardner, H. (1991). The Unschooled mind. New York, NY: BasicBooks. Gardner, H. (1993). Multiple intelligences the theory in practice. New York, NY: BasicBooks. Honigsfeld, A., & Dunn R. (2009, May/June). Learning-Style responsive approaches...
    • Page 17

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    • 12 cognition is diminished, 1) decreased capacity in working memory, and 2) students lack of value for the subject. Students who fall into the mathematics anxiety, low SES, and lack of parental support groups described above have issues involving...
    • Page 18

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    • 12 supports” (Ysseldyke, Burns, Scholin, & Parker, 2010, p.58). Tier 2 intervention, generally consists of small group differentiated instruction that is explicit and systematic (Bursuck & Blanks, 2010; Greenfield et al., 2010; Vaughn & Fuchs,...
    • Page 20

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    • 14 using scores to evaluate schools and teachers, and as a requirement for grade promotion, “can have a negative impact on student learning” (Henning, 2006, p. 729). Henning and his group of 24 teachers looked at four types of analyses that would...
    • Page 21

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    • 15 need to be developed so that they provide new ways to assess the non-cognitive skills that students need to succeed in college and in the workplace. Northwest Evaluation Association (NWEA) proposes that a growth-based evaluation be included into...
    • Page 21

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    • 18 McCabe, Margolis, & Barenbaum (2001) conducted a study that compared the Woodcock - Johnson Psycho-Educational Battery-Revised (WJ-R) and the QRI-II tests. The researchers discussed the importance of providing students with materials that were...
    • Page 27

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    • 21 counterparts (NAEP, 2011). RTI gives educators the flexibility to meet the needs of diverse learners to help all students find success in learning to read. Another group of students who would benefit from the focused and individualized nature of...
    • 1908, page 32

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    • 32 SOUTHERN BRANCH sists largely of the working of problems involving the laws of Physics. Class room experiments are performed by the teacher whenever necessary to make a principle more comprehensible. The fifty experiments outlined in the...
    • 1909, page 34

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    • 34 SOUTHERN BRANCH. PHYSICAL SCIENCE. MR. DALLEY. Elementary Physics. This subject is given in the third year. Object: The object of the course is to give the students a general survey of the field of Physics, including a study of...
    • Page 43

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    • 37 teacher explained how teachers change things in their classrooms to meet the needs of the students who are struggling. In discussing how non-responsiveness to intervention was reflected in the choice of intervention, one teacher explained the...
    • Page 10

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    • 4 school connection and the HLEs of these students are just some of the reasons for these remarkable academic achievements. Delimitations This study did not collect data from any schools other than Dixie Sun Elementary. It focused on ELLs in the...
    • 1910, page 40

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    • 40 Course in Physics." The laboratory manual used is Millikan and Gale's. References: Hopkins' "Experimental Science," Desehanel "Natural Philosophy," Barne's "Practical Accoustics," Edser "Heat for Advanced Students," Daniell "Text Book of...
    • 1911, page 40

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    • 40 students individually, or in groups when necessary. Each student takes notes on the experiments at the time of performing them and records his results in a record book outside of the laboratory. General Chemistry. This consists of an...
    • Page 47

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    • 41 Gateway Preparatory Academy parents nor SUCCESS Academy parents chose their school because of annual test scores, seemingly contradicting responses from item one unless these parents’ perception of academic performance is determined by something...
    • Page 47

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    • 41 While, for the most part, teachers felt confident with the initial screening measure, all teachers commented on how arbitrary the progress monitoring assessments were. As identified by all teachers, the stories used for assessment in progress...
    • Page 52

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    • 46 fun out of teaching. She felt the pressure involved with performing well on high-stakes tests but understood the need to push students to increase their capabilities so they would be prepared to go into the workforce or on to higher education...
    • Page 53

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    • 47 Figure 20. Teacher comparison of item 2: State-mandated assessments are accurate tools to evaluate my students learning? As clearly evidenced in Figure 21, Iron County charter school teachers clearly perceive their own success through a...
    • Page 57

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    • 53 Independent Reading Minute Logs Student maintained logs (in the form of a calendar) of at-home reading minutes throughout this project (Appendix L). Careful attention was given by project participants to record time spent at home performing...
    • Page 13

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    • 7 approval. Zhang and Yang addressed the educational needs motivation for charter schools by hypothesizing that low performing school districts and districts experiencing rapid growth would be associated with a higher degree of charter school...
    • Page 11

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    • 8 learning to explain science issues to and discuss with the public and they are practicing communications skills by speaking to residents. Simultaneously, the student who participates in such a program will reflect on their personal and career...

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